networks and safeguards

Discussion – Your Smartphone is Leaking Your Information

Is this information new to you?  Discuss some of the alternatives to using open networks and safeguards  you can put in place to avoid these situations.

presentence investigation

presentence investigation

After an offender has been adjudicated guilty for a felony criminal offense, a presentence investigation (PSI) is usually ordered by the judge. The presentence investigation plays a very important role in how long and the type of sentence an offender will receive. For this discussion board answer the following questions:

  • How would you explain the importance of using a presentence investigation?
  • What do you think is the most important information in a PSI and why?
  • If you were the sentencing judge, what aspects of the PSI would be the most useful in helping you determine the type of sentence and length an offender should receive?

U.S Constitution and the Arizona Constitution

U.S Constitution and the Arizona Constitution

DQ 6.1

Impact of the progressive movement on the creation of the Arizona constitution, including the declaration of rights, ballot initiatives and recall of judges, citing a recent resource. (150 words)

DQ 6.2

Comparison and contrast between the U.S Constitution and the Arizona Constitution, including three findings that account for the differences in length. Using a source to support. (150 words)

police discretion

police discretion

This past week,  we discussed police discretion and how much it plays a role in the criminal justice system. We read in Chapter 5- “The Police Role in Society” and Chapter 6- “Police Discretion & Dilemmas. The following week’s “Complete” assignment will reflect material covered in the aforementioned  chapters.

 

For your Unit 2 Complete assignment, write a narrative essay (minimum 1,200 words) in which you address and discuss the question(s) and statement(s) listed below. Use at least three scholarly sources and remember to demonstrate a thorough understanding of the READ and ATTEND sections in your essay. Cite your sources in APA format.

 

The “Ferguson Effect” is the idea that crime is rising in urban minority neighborhoods because police officers are not policing like they had been before the “Black Lives Matter” protests.

  • What do major criminologists say about the controversy?
  • What are the crime rates for the last several years in New York, Baltimore, San Francisco, Houston, and Seattle?
  • Do the facts support the Ferguson effect and if so, provide an example?

 

Sally’s claim case study

  • Case 10.3: Answer the question presented in the case.
  • Case 10.4: Is the clause in the delivery memo part of the sales contract?
  • Problem #1: Is Sally’s claim valid and enforceable
  • Your paper should be 1 page long (approximately 250 words) using a 12 point font. For each question above, explain and support your answer with a brief rationale including references from the text and/or other credible sources, each cited appropriately.
  • initial instructions.Write a 1-page paper answering the following essay questions:Case 10.3: Answer the question presented in the case.Case 10.4: Is the clause in the delivery memo part of the sales contract?Problem #1: Is Sally’s claim valid and enforceableYour paper should be 1 page long (approximately 250 words)

Intellectual Property Rights

Intellectual Property Rights

Final Assignment Written Assignment (Case) Activity brief BCO125-ONL02773 – Business Law Online campus Professor: Alexandra Severino | alexandra.severino@euruni.edu Description Intellectual Property Law Format Alpha Hotels, Inc. entered a contract with a TV provider to receive terrestrial signal by cable at the Alpha-Hotel 1 in Europe. The installation was made to ensure every room had TV service. The contract did not provide anything regarding authorization for public broadcasting. This activity must meet the following formatting requirements: • • • • • The company received requests to stop the unauthorized public television broadcasting, but the company’s direction supports that the rooms are strictly private spaces, protected as such. • Font size 12 Font type Helvetica/Arial Double-spaced 800-1000 words Harvard Referencing System (Please note that plagiarism will be highly penalized!) Word format Considering all you’ve learned in this discipline, explain whether Alpha Hotels, Inc. is violating the law by maintaining the TV signal distribution to every hotel room. Goal(s) To improve the knowledge about intellectual property, contractual relationships, and human rights; To improve law application to a certain situation, managing different protected legal values. Learning outcomes • • • Identify different issues and laws applicable in the context of doing business; Examine the different legal approaches and legal tools available for the conduct of business; Apply theoretical knowledge and understanding of business law to practical issues and challenges. Due date Date: Monday, 20 September 2021 Time: 14:00 CEST Weight towards final grade This activity has a weight of 60% towards the final grade. Assessment criteria Please refer to the grading rubric below. Rubric: written assignment Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F) Problem identification The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented. The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed. The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth. The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis. The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted. Information gathering The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant. Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth. The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion. An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information. Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect. Conclusions The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to support the decisions and solutions. The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions. The student reached conclusions, but they were limited and provided minimal direction for decision-making and solutions. The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development. The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand. Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out. The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out. The student used problemsolving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored. The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered. The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

Ethical Principles and Philosophies

ENGAGEMENT EXERCISE 2 1. In a word document, answer the following questions found in your book: 19-1, 19-5 and 19-6 and upload your responses in the dropbox on D2L by September 26, 2021. a. Graduate level writing is expected. Punctuation, grammar, spelling and complete sentences are a part of your grade. 2. POST to the Pandemic & Ethics discussion board your answer to the following: from an ethical perspective, should employers charge employees higher premiums for their health insurance if they are unvaccinated for Covid (why or why not), AND READ your peers’ posts. (D2L allows me to see what students have read on discussion boards.) a. Post your answer by September 26, 2021 at 5:00pm CST, BUT DON’T wait until the last minute so that you can post AND read. b. There are many different examples and discussions on the internet on this issue. For example: https://www.cnbc.com/2021/08/25/delta-air-lines-unvaccinatedemployees-will-face-200-fees-if-they-dont-get-covid-vaccine.html . c. As always, be respectful, thoughtful and kind. 3. Instructions for creating a post: Select Start a New Thread. Type something in the subject line, then add your response in the Post field. Click the Camera Icon to insert an image. Select Post when you want to share your response. 4. Instructions for replying to someone’s post: Select Reply to Thread. Type something in the subject line, then add your response in the Post field. Select Post when you want to share your reply. Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 T he l eg a l e n v i ron m e n t of b usi n e s s Te x t a nd C a se s Eleventh Edition Frank B. Cross Herbert D. Kelleher Centennial Professor in Business Law University of Texas at Austin Roger LeRoy Miller Institute for University Studies Arlington, Texas Australia • Brazil • Mexico • Singapore • United Kingdom • United States Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Important Notice: Media content referenced within the product description or the product text may not be available in the eBook version. Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. The Legal Environment of Business Text and Cases, Eleventh Edition Frank B. Cross Roger LeRoy Miller © 2021, 2018 Cengage Learning, Inc. Senior Vice President, Higher Education Product Management: Erin Joyner herein may be reproduced or distributed in any form or by any means, Vice President, Product Management: Mike Schenk permission of the copyright owner. Unless otherwise noted, all content is © Cengage. ALL RIGHTS RESERVED. No part of this work covered by the copyright except as permitted by U.S. copyright law, without the prior written Senior Product Team Manager: Joe Sabatino For product information and technology assistance, contact us at Senior Product Managers: Vicky True-Baker, Michael Giffen Cengage Customer & Sales Support, 1-800-354-9706 or support.cengage.com. Senior Content Managers: Martha Conway, Julia Chase For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions. Learning Designers: Sarah Huber, Courtney Wolstoncroft Subject Matter Expert: Lisa Elliott Digital Delivery Leads: Jennifer Chinn, Stephen McMillian Product Assistants: Christian Wood, Nick Perez Marketing Director: Kimberly Kanakes Marketing Manager: Andrew Stock Marketing Coordinator: Rachel Treinen Project Manager: Ann Borman Library of Congress Control Number: 2019910524 Hardcover Edition: ISBN: 978-0-357-12976-0 Loose-leaf Edition: ISBN: 978-0-357-12983-8 Cengage 200 Pier 4 Boulevard Boston, MA 02210 Manufacturing Planner: Kevin Kluck USA Inventory Analyst: Alister Santos Cengage is a leading provider of customized learning solutions with Senior IP Director: Julie Geagan-Chavez employees residing in nearly 40 different countries and sales in more IP Analyst: Ashley Maynard IP Project Manager: Carly Belcher Art Director: Creative Studio Cover Designer: Chris Doughman Interior Designer: Harasymczuk Design than 125 countries around the world. Find your local representative at: www.cengage.com. Cengage products are represented in Canada by Nelson Education, Ltd. To learn more about Cengage platforms and services, register or access your online learning solution, or purchase materials for your course, visit www.cengage.com. Design Elements: Linen texture: Lisa-Blue/iStockphoto; justice scales: imagedb.com/Shutterstock Printed in the United States of America Print Number: 01 Print Year: 2019 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Brief Contents Unit One The Foundations 1 Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Law and Legal Reasoning 2 Business and the Constitution 26 Ethics in Business 44 Courts and Alternative Dispute Resolution Court Procedures 86 Unit Two The Public and International Environment 111 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Tort Law 112 Strict Liability and Product Liability 134 Intellectual Property Rights 150 Internet Law, Social Media, and Privacy 170 Criminal Law and Cyber Crime 187 International and Space Law 211 Unit Three The Commercial Environment 235 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Formation of Traditional and E-Contracts 236 Contract Performance, Breach, and Remedies 265 Sales and Lease Contracts 287 Creditor-Debtor Relations and Bankruptcy 322 Unit Four The Business and Employment Environment 353 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20 Chapter 21 Chapter 22 Small Businesses and Franchises 354 Limited Liability Business Forms 375 Corporations 392 Agency Relationships 420 Employment Law 442 Employment Discrimination 457 Immigration and Labor Law 478 Unit Five The Regulatory Environment 499 Chapter 23 Chapter 24 Chapter 25 Chapter 26 Chapter 27 Chapter 28 Administrative Agencies 500 Consumer Protection 517 Environmental Law 534 Real Property and Land-Use Control 550 Antitrust Law 571 Investor Protection and Corporate Governance 65 590 iii Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. iv Brief Conten ts Appendices A B C How to Brief Cases and Analyze Case Problems A–1 Answers to the Issue Spotters A–4 Sample Answers for Business Case Problems with Sample Answer A–10 Glossary G–1 Table of Cases Tc–1 Index I–1 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Contents Unit One Chapter 4 The Foundations Courts and Alternative Dispute Resolution 65 1  e Judiciary’s Role in American Government 65 Th Basic Judicial Requirements 66 Chapter 1 Law and Legal Reasoning 2 Business Activities and the Legal Environment 2 Sources of American Law 3 The Common Law Tradition 6 ■ Ethics Today: Stare Decisis versus Spider-Man 9 Case Analysis 4.1 Mala v. Crown Bay Marina, Inc. 68 Spotlight on Gucci Case 4.2 Gucci America, Inc. v. Wang Huoqing 70 The State and Federal Court Systems 73 Case 4.3 Johnson v. Oxy USA, Inc. 74 ■ Managerial Strategy: Should You Consent to Have Your Business Case Decided by a U.S. Magistrate Judge? 76 Schools of Legal Thought 11 Classifications of Law 12 How to Find Primary Sources of Law 13 How to Read and Understand Case Law 16 Alternative Dispute Resolution 79 International Dispute Resolution 82 Chapter 2 Chapter 5 Business and the Constitution 26 The Constitutional Powers of Government 26 Classic Case 2.1 Heart of Atlanta Motel v. United States 28 Business and the Bill of Rights 30 ■ Digital Update: Does Everyone Have a Constitutional Right to Use Social Media? 32 Case 2.2 Animal Legal Defense Fund v. Wasden 33 Spotlight on Beer Labels Case 2.3 Bad Frog Brewery, Inc. v. New York State Liquor Authority 35 Due Process and Equal Protection 39 Privacy Rights 40 Chapter 3 Ethics in Business 44 Court Procedures 86 Procedural Rules 86 Pretrial Procedures 88 ■ Digital Update: Using Social Media for Service of Process 90 Case Analysis 5.1 Espresso Disposition Corp. 1 v. Santana Sales & Marketing Group, Inc. 91 Case 5.2 Lewis v. Twenty-First Century Bean Processing 93 Case 5.3 Klipsch Group, Inc. v. ePRO E-Commerce Limited 96 The Trial 99 Posttrial Motions 101 The Appeal 102 Enforcing the Judgment 103 Unit One Task-Based Simulation 107 Unit One Application and Ethics: “Arbitration, No Class Actions” 108 Ethics and the Role of Business 44 ■ Digital Update: Should Employees Have a “Right of Disconnecting”? 47 Case 3.1 Al-Dabagh v. Case Western Reserve University 48 Ethical Principles and Philosophies 49 Sources of Ethical Issues in Business Decisions 52 Case 3.2 Watson Laboratories, Inc. v. State of Mississippi 53 Making Ethical Business Decisions 55 Business Ethics on a Global Level 58 ■ Ethics Today: Applying the IDDR Framework 59 Appendix to Chapter 3: Costco Code of Ethics 64 Unit Two The Public and International Environment 111 Chapter 6 Tort Law 112 The Basis of Tort Law 112 Intentional Torts against Persons 113 v Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. vi CONTEN TS Case Analysis 6.1 Blake v. Giustibelli 115 ■ Digital Update: Revenge Porn and Invasion of Privacy 119 Intentional Torts against Property 122 Unintentional Torts—Negligence 124 Case 6.2 Bogenberger v. Pi Kappa Alpha Corporation, Inc. 125 Defenses to Negligence 128 Spotlight on the Seattle Mariners Case 6.3 Taylor v. Baseball Club of Seattle, LP 129 Chapter 7 Strict Liability and Product Liability 134 Strict Liability 134 Product Liability 135 Criminal Law and Cyber Crime 187 Civil Law and Criminal Law 187 Criminal Liability 189 ■ Digital Update: Using Twitter to Cause Seizures— A Crime? 189 Case 10.1 United States v. Crabtree 190 ■ Managerial Strategy: The Criminalization of American Business 192 Types of Crimes 193 Spotlight on White-Collar Crime Case 10.2 People v. Sisuphan 195 Defenses to Criminal Liability 199 Criminal Procedures 201 Cyber Crime 204 Case Analysis 7.1 Schwarck v. Arctic Cat, Inc. 136 Strict Product Liability 137 Case 7.2 Stange v. Janssen Pharmaceuticals, Inc. 140 ■ Managerial Strategy: When Is a Warning Legally Bulletproof? 142 Case Analysis 10.3 United States v. Warner 205 Chapter 11 Defenses to Product Liability 143 Case 7.3 VeRost v. Mitsubishi Caterpillar Forklift America, Inc. 144 International and Space Law 211 International Law 211 Chapter 8 Case 11.1 Rubin v. Islamic Republic of Iran 215 Intellectual Property Rights 150 Doing Business Internationally 217 Trademarks and Related Property 150 Classic Case 8.1 The Coca-Cola Co. v. The Koke Co. of America 150 Case 8.2 Headspace International, LLC v. Podworks Corp. 152 ■ Global Insight: ALEVE versus FLANAX—Same Pain Killer, But in Different Countries 154 Patents 157 Copyrights 159 170 Internet Law 170 Spotlight on Internet Porn Case 9.1 Hasbro, Inc. v. Internet Entertainment Group, Ltd. 173 Copyrights in Digital Information 174 ■ Digital Update: Riot Games, Inc., Protects Its Online Video Game Copyrights 175 Case 9.2 BMG Rights Management (US), LLC v. Cox Communications, Inc. 176 Case Analysis 9.3 David v. Textor 182 Case 11.2 Changzhou Trina Solar Energy Co., Ltd. v. United States International Trade Commission 220 International Dispute Resolution 222 U.S. Laws in a Global Context 223 Unit Two Task-Based Simulation 230 Unit Two Application and Ethics: One of the Biggest Data Breaches Ever 231 Chapter 9 Social Media 178 Online Defamation 180 Other Actions Involving Online Posts 181 Regulation of Specific Business Activities 219 Space Law 225 Trade Secrets 164 International Protection for Intellectual Property 164 Internet Law, Social Media, and Privacy ■ Ethics Today: Is It Ethical (and Legal) to Brew “Imported” Beer Brands Domestically? 217 Spotlight on International Torts Case 11.3 Daimler AG v. Bauman 223 Case Analysis 8.3 Winstead v. Jackson 161 Privacy 183 Chapter 10 Unit Three The Commercial Environment 235 Chapter 12 Formation of Traditional and E-Contracts 236 An Overview of Contract Law 236 Agreement 240 Classic Case 12.1 Lucy v. Zehmer 240 Case Analysis 12.2 Hinkal v. Pardoe 245 E-Contracts 247 Consideration 250 Spotlight on Nike Case 12.3 Already, LLC v. Nike, Inc. 253 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C ONT E NT S  Contractual Capacity 254 Legality 256 vii Liquidation Proceedings 330 Case 12.4 Kennedy v. Shave Barber Co. 257 Form—The Writing Requirement 259 ■ Managerial Strategy: Creating Liability Waivers That Are Not Unconscionable 260 Third Party Rights 261 Chapter 13 Contract Performance, Breach, and Remedies 265 Voluntary Consent 265 Case 13.1 McCullough v. Allstate Property and Casualty Insurance Co. 267 Case 15.2 In re Anderson 336 ■ Ethics Today: Should There Be More Relief for Student Loan Defaults? 339 Reorganizations 340 Bankruptcy Relief under Chapter 12 and Chapter 13 341 Case 15.3 In re Chamberlain 343 Unit Three Task-Based Simulation 349 Unit Three Application and Ethics: Nondisclosure Agreements 350 Unit Four The Business and Employment Environment 353 Performance and Discharge 270 Classic Case 13.2 Jacob & Youngs v. Kent 271 ■ Ethics Today: When Is Impossibility of Performance a Valid Defense? 276 Damages 278 Spotlight on Liquidated Damages Case 13.3 Kent State University v. Ford 280 Equitable Remedies for Contract Breach 281 Contract Provisions Limiting Remedies 283 Chapter 14 Sales and Lease Contracts 287 The Scope of Articles 2 (Sales) and 2A (Leases) 287 ■ Digital Update: Taxing Web Purchases 289 The Formation of Sales and Lease Contracts 290 Case 14.1 Toll Processing Services, LLC v. Kastalon, Inc. 291 Classic Case 14.2 Jones v. Star Credit Corp. 296 Title, Risk, and Insurable Interest 297 ■ Managerial Strategy: Commercial Use of Drones 299 Chapter 16 Small Businesses and Franchises 354 General Considerations for Small Businesses 354 Sole Proprietorships 355 Case Analysis 16.1 A. Gadley Enterprises, Inc. v. Department of Labor and Industry, Office of Unemployment Compensation Tax Services 356 ■ Digital Update: A Sole Proprietorship, Facebook Poker, and Bankruptcy 358 Partnerships 359 Case 16.2 Harun v. Rashid 359 Franchises 367 Case 16.3 S&P Brake Supply, Inc. v. Daimler Trucks North America, LLC 370 Chapter 17 Limited Liability Business Forms 375  erformance Obligations in Sales and Lease Contracts 302 P Remedies for Breach of Sales and Lease Contracts 306 The Limited Liability Company 375 Spotlight on Baseball Cards Case 14.3 Fitl v. Strek 309 LLC Management and Operation 379 Warranties 311 Contracts for the International Sale of Goods 313 Appendix to Chapter 14: An Example of a Contract for the International Sale of Coffee 318 Chapter 15 Creditor-Debtor Relations and Bankruptcy 322 Laws Assisting Creditors 322 Mortgages 326 Case 15.1 Banc of California, N.A. v. Madhok 328 Protection for Debtors 329 The Bankruptcy Code 329 Case 17.1 Hodge v. Strong Built International, LLC 377 ■ Managerial Strategy: Can a Person Who Is Not a Member of a Protected Class Sue for Discrimination? 380 Case 17.2 Schaefer v. Orth 381 Dissociation and Dissolution of an LLC 382 Case Analysis 17.3 Reese v. Newman 383 Limited Liability Partnerships 385 Limited Partnerships 386 Chapter 18 Corporations 392 Nature and Classification 392 ■ Digital Update: Programs That ..

medication administration

Topic medication administration refer to powerpoint edit the powerpoint and organize according to these directions

 

 

For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Explain the need and process to improve safety outcomes related to medication administration.
    • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
  • Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
    • List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
    • Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
    • Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

Reference

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing​, 47(3), s16–s17.

Professional Context

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.

Scenario

For this assessment it is suggested you take one of two approaches:

  1. Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or
  2. Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.

Instructions

The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

  • List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
  • Explain the need for and process to improve safety outcomes related to medication administration.
  • Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
  • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
  • Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

  • Part 1: Agenda and Outcomes.
    • Explain to your audience what they are going to learn or do, and what they are expected to take away.
  • Part 2: Safety Improvement Plan.
    • Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
    • Explain why it is important for the organization to address the current situation.
  • Part 3: Audience’s Role and Importance.
    • Discuss how the staff audience will be expected to help implement and drive the improvement plan.
    • Explain why they are critical to the success of the improvement plan focusing on medication administration.
    • Describe how their work could benefit from embracing their role in the plan.
  • Part 4: New Process and Skills Practice.
    • Explain new processes or skills.
    • Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
    • In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
  • Part 5: Soliciting Feedback.
    • Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
    • Explain how you might integrate this feedback for future improvements.

Principles Of Marketing

Principles Of Marketing

Choose a product/ Service 

  • ●  How is your product/service marketed to the consumer?
  • ●  What are some (named five) marketing functions that you see from your chosen product/service?
  • ●  How does the organization use marketing?
  • ●  What does the customer relationship look like from your perspective?
  • ●  Is your product/service segmented?

800 words – typed double space, Times New Roman, 12pt font size. APA 7th 

Don’t forget your Summary / Conclusion

● Don’t forget your Reference Page – You should have a minimum of 3-5 References from peer-reviewed articles, our textbook, company websites, government websites, and other credible sources. NO WIKIPEDIA OR INVESTOPEDIA allowed.

actionoriented style and a readerfriendly design

ENGL 421 Assignment 1 (15%-Individual) F1
Deadline: 20/10/2021, 23:59
Name:
ID:
Instructions: Make a technical document in plain/informative style to introduce your
major as an engineer considering primary and secondary readers. Brainstorm and decide
on the readers before you make your document. Please see the grading rubric for
reference and the syllabus for plagiarism and late submission policy.
Use this sheet for making your document after filling in the blanks below. The
information below is required, and it should match the document you make.

Your Major:
Primary Readers (10 pts): _________________________________________
Secondary Readers (10 pts): _________________________________________

Grading Criteria Excellent
(17-20)
Very good
(12-16)
Good
(6-11)
Satisfactory
(0-5)
Organization, Design, and
Style
Uses a logical structure with
all the information included
to meet the needs of
different types of readers.
Clear organization,
consistency of actionoriented style and a readerfriendly design. Images
reinforce the text.
Generally, shows a logical
progression of ideas. Some
need-to-know information is
missing. Some errors in
organization and consistency
of style. Consistent design
features. Images reinforce
the text.
Ideas are arranged randomly
rather than in any evident
logical structure. The
meaning is not always clear,
and some points are not
related to the needs of the
readers. Numerous errors in
organization. Inconsistent
style and design features.
Poor organization. Ideas are
random, lacks internal
coherence. Ideas are either
too general or too specific
to be effective; some are
not at all related to the
topic. Ignores the readers’
needs.
Coherence: Introduction and
Conclusion
Excellent introduction (with
purpose) and conclusion
(calling for action, providing
ways to find further
information). Transitions
have been used effectively.
Contains a good introduction
and conclusion; however, any
of the following is missing:
selecting the topic, the
purpose, transitions, specific
title. Appropriate use of
transitions.
Has an intro and conclusion
but several important
elements specified in the
guidelines are missing. Poor
use of transitions.
The introduction or the
conclusion is missing or is
irrelevant.
Content Development Informative and persuasive
content presented in welldeveloped sentences based
on need to know
information. Strong evidence
is used to support or
illustrate points.
Informative and persuasive
content with missing little
information; paragraphs are
not well-developed, missing
details. Evidence is used.
Irrelevant sentences
presented; paragraphs are
not developed, or the
content is not sufficient. No
evidence is used.
Unduly brief.
Language Use: Sentence
skills, mechanics, grammar,
vocabulary
The document is error-free
with varied sentences,
relevant vocabulary,
excellent grammar,
punctuation, and spelling.
Words are accurately chosen
to produce the desired effect.
The ideas are sometimes too
general or vague. Sentences
are generally clear, well
structured, and error-free
with few errors, but they do
not impede understanding.
Some sentences are wordy;
Words are not always used
accurately and effectively; it
is repetitive or confusing.
Contains several mechanical
errors, which may confuse
the reader.
Too vague or too general.
Poor grammar used.
Contains either many
mechanical errors or a few
crucial errors that hinder
the understanding or ability
to see connections between
thoughts.