What benefits and drawbacks does this organization encounter when using BI?
Select an international organization, outside of the KSA, that utilizes Business Intelligence (BI) and provide a brief description (e.g., mission, vision, values, and industry) of that organization. Then, address the following questions:
1- How does the organization use BI?
2- What benefits and drawbacks does this organization encounter when using BI?
3- How might your current or a past employer use BI?
Embed course material concepts, principles, and theories, which require supporting citations along with at least three scholarly peer reviewed references supporting your answer( without the textbook) .
Use APA style guidelines.
You are required to make your intital post (create a thread) in order to view others posts or making comments.
Please use 2 full papers, using headings, three references without the text book.
Be sure you answer every required question in details.
write an essay describing what you project yourself doing after you graduate with your bachelor’s degree from Rutgers.
Please write an essay describing what you project yourself doing after you graduate with your bachelor’s degree from Rutgers.
Your personal statement should be in essay format only. Punctuation, grammar, spelling and ability to follow instructions are taken into consideration when evaluating your statement.
Your essay should be about one page, or no more than 500 words.
What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with?
Based on “Case Study: Fetal Abnormality” and the required topic Resources, write a 750-1,000-word reflection that answers the following questions:
What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with? How is this related to the intrinsic human value and dignity?
Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? What from the case study specifically leads you to believe that they hold the theory you selected?
How does the theory determine or influence each of their recommendations for action?
What theory do you agree with? Why? How would that theory determine or influence the recommendation for action?
Remember to support your responses with the topic Resources.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center
Case Study: Fetal Abnormality
Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant.
Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted, and it is determined that the fetus has a rare condition in which it has not developed any arms and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome.
Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying aloud.
Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears.
Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes but is finding it difficult not to view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place and urges Jessica to think of her responsibility as a mother.
Describe why you feel the actions were morally wrong?
Name:
Case Study Title:
Briefly What happened? Provide the article title, URL and a one sentence summary of the case.
Key Stakeholders and how were they negatively impacted: [This does not need to be a complete list, just several major stakeholders (not stockholders, though the stockholders may be stakeholders). Briefly explain the relationship with the company – why they are stakeholders
What was the final outcome? [prison, fines, termination, and for how many individuals]
Describe why you feel the actions were morally wrong? [Be sure to use keywords describing your moral base (consequentialist, care, duty, act utilitarian, prima facie duties, etc.) and why your compass would justify classifying the action as morally wrong. Alternatively, discuss why you may feel the action was morally acceptable.]
Put yourself in a position of leadership and describe what you would put in place that would have prevented this in the first place or keep it from happening again. Or, alternatively what rules would you implement to justify the action:
According to the Christian worldview, how might a Christian balance each of the four principles in this case? Explain why.
Applying the Four Principles: Case Study
Part 1: Chart (60 points)
Based on the “Healing and Autonomy” case study, fill out all the relevant boxes below. Provide the information by means of bullet points or a well-structured paragraph in the box. Gather as much data as possible.
Medical Indications
Beneficence and Nonmaleficence Patient Preferences
Autonomy
Quality of Life
Beneficence, Nonmaleficence, Autonomy Contextual Features
Justice and Fairness
Part 2: Evaluation
Answer each of the following questions about how the four principles and four boxes approach would be applied:
In 200-250 words answer the following: According to the Christian worldview, how would each of the principles be specified and weighted in this case? Explain why. (45 points)
In 200-250 words answer the following: According to the Christian worldview, how might a Christian balance each of the four principles in this case? Explain why. (45 points)
References:
How are their symptoms impacting their functioning in life?
TO PREPARE:
Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing anxiety, obsessive-compulsive, and trauma- and stressor-related disorders.
Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
Consider what history would be necessary to collect from this patient.
Consider what interview questions you would need to ask this patient.
Identify at least three possible differential diagnoses for the patient.
BY DAY 7 OF WEEK 4
Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
Incorporate the following into your responses in the template:
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective: What observations did you make during the psychiatric assessment?
Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
DIFFERENT VIDEO CASE STUDIES (SELECT ONE)
Select one of the following videos to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected.
Symptom Media. (Producer). (2017). Training title 15 Links to an external site.[Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-15
Symptom Media. (Producer). (2016). Training title 21 Links to an external site.[Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-21
Symptom Media. (Producer). (2016). Training title 37 Links to an external site.[Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-37
Symptom Media. (Producer). (2016). Training title 40 Links to an external site.[Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-40
Symptom Media. (Producer). (2017). Training title 55 Links to an external site.[Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-55
Symptom Media. (Producer). (2017). Training title 85 Links to an external site.[Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-85
Symptom Media. (Producer). (2018). Training title 95 Links to an external site.[Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-95
Use these case histories to supplement the information about the patients in the video case
studies.
Week 4: Anxiety Disorders, PTSD, and OCD
Training Title 15
Name: Mr. Ralph Newsome
Gender: male
Age:19 years old
T- 97.0 P- 70 R 18 116/68 Ht 5’9 Wt 175lbs
Background: Lives in Columbus, OH with his dog Chance, only child. Parents live locally.
Works part time in Construction. Not currently partnered. No previous psychiatric history.
Symptoms began in the last 2 months when he discovered he is being activated with the Navy
Reserves. His MOS is CM3 Construction Mechanic; no medical illnesses, no legal hx. Allergies:
NKDA; sleeps 8hrs; appetite good
Symptom Media. (Producer). (2017). Training title 15 [Video].
https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/wa
tch/training-title-15
Training Title 21
Name: Sergeant Berry Sullivan
Gender: male
Age:27 years old
T- 98.8 P- 86 R 18 B/P 122/7 Ht 5’8 Wt 160lbs
Background: He entered the military just after high school and did three long tours of duty in
warzones. He separated from active duty in the Marines (MOS 0800 Field Artillery) six months
ago after eight years of service. He is engaged to be married in 8 months and is using his GI
Education Bill to attend online college for accounting. He said he grew up poor and would not do
much else if he didn’t go into the military. He denies ever using any drugs and avoids alcohol
because his father was “abusive when he was drunk.” Father is still alive, unwell (DM, cirrhosis,
HTN), still drinking. Paternal grandfather was also a veteran and suffered depression at times
though he never told anyone except the patient because of their combat connection. He has one
younger brother and one older sister. He lives in a different state, approximately five hours from
his parents and siblings. After the military, he and his fiancé moved because she got a much
better opportunity. They want kids someday. Has service-connected asthma, seasonal allergies;
no hx of psychiatric or substance use treatment.
Symptom Media. (Producer). (2016). Training title 21 [Video].
https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/wa
tch/training-title-21
Training Title 37
Name: Mr. Luca Esposito
Gender: male
Age:21 years old
T- 97.4 P- 112 R 22 122/68 Ht 6’1Wt 198lbs
Background: Lives alone in Orlando, FL raised by parents in Buffalo, NY, only child. He is a
full- time student obtaining a degree for graphic design. works part-time as Uber driver. Has a
girlfriend from high school. No previous psychiatric history. No medical illnesses; no history of
psychiatric treatment; denied drugs or alcohol; Allergies: NKDA; sleeps 6 hrs.; appetite eats 3
meals/day, likes to keep a routine schedule.
Symptom Media. (Producer). (2016). Training title 37 [Video].
https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/wa
tch/training-title-37
Training Title 40
Name: Ms. Connie Weidre
Gender: female
Age: 53 years old
T- 99.0 P- 102 R 24 156/86 Ht 5’4 Wt 1lbs73
Background: Lives with her husband in Memphis, TN, has one daughter age 25. She has never
worked. Raised by mother, she never knew her father. Mother with hx of generalized anxiety and
was verbally abusive, abused benzodiazepines; no substance hx for patient. No previous
psychiatric treatment. Has one glass red wine with dinner. Sleeps 12-13 hrs.; appetite decreased.
Has overactive bladder, untreated. Allergic to Zofran; complains of headaches, takes prn
Tylenol, has diarrhea 2-3 times weekly, takes OTC Imodium.
Symptom Media. (Producer). (2016). Training title 40 [Video].
https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/wa
tch/training-title-40
Training Title 55
Name: Matilda Johnson
Gender: female
Age: 8 years old
T-98.0 P 70 R 24 B/P 110/68
Ht 45 inches Wt 57lbs
Vaccinations are up to date, on target with developmental milestones. Appetite, she is a picky
eater per mom. NKDA
Symptom Media. (Producer). (2017). Training title 55 [Video].
https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/wa
tch/training-title-55
Training Title 85
Name: Mrs. Isla Flanagan
Gender: female
Age: 47 years old
T- 98.0 P- 82 R 18 136/62 Ht 5’0 Wt 123lbs
Background: Born and raised in Northern Ireland, parents brought her and her one sister to U.S.
when she was 15 to go to U.S. university where she met her husband. They live in Charleston,
SC. She obtained her master’s degree in education; no history of mental health or substance use
treatment, no family history. Her husband reported a recent school shooting nearby 3 weeks ago
“flipped a switch” in her. She is watching the news 24/7, barely sleeping, and even when she
does, it is only a few hours, Appetite is decreased. Hx of hysterectomy, NKDA, no legal hx.
Symptom Media. (Producer). (2017). Training title 85 [Video].
https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/wa
tch/training-title-85
Training Title 95
Name: Ms. Serenity Jackson
Gender: female
Age: 24years old
T- 97.5 P- 80 R 18 118/74 Ht 5’2 Wt 136lbs
Background: Born and raised in Gainesville, FL with her mother and 4 older brothers; her
mother has hx of panic disorder, 2 brothers hx of cannabis; father abandoned the family when
she was 3 years old. One brother is in prison for burglary. no previous mental health treatment,
no medications; NKDA; no legal hx; sleeping 9 hrs.; Appetite is good. She has an associate of
arts degree and works for Leaders furniture warehouse. She has DX of diabetes since age 8. She
recalls having great difficulty with her medical condition (uncontrolled blood sugar, fighting
with mother over needle sticks, “kids want candy, and I was so different because of my diet”).
She recalls having a difficult relationship with her mother who was a nurse and really worked
hard to control her daughter’s diabetes. She is not in a relationship, identifies as lesbian but has
not come out to the family. Only her closest co-workers know She stated, “I don’t see why I
would, they wouldn’t understand, and this is not important right now.”
Symptom Media. (Producer). (2018). Training title 95 [Video].
https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/wa
tch/training-title-95
How the doctrine of political questions has affected the balance of power among the branches of government
Possible Term Paper Topics and Instructions
Your term paper will count towards one-third of you class grade. A well-written, well-researched paper in an accepted format (APSA; APA; MLA) will satisfy the writing intensive requirement.
You do not have to choose from among the topics listed below. However you must choose a topic related to the subjects will cover this semester.
Suggested topics:
⦁ How the doctrine of political questions has affected the balance of power among the branches of government
⦁ The investigatory powers of Congress
⦁ Scope and limits of the presidential power to pardon
⦁ The constitutional status of the War Powers Act (1973)
⦁ The concept of Executive Privilege
⦁ An analysis of the contemporary understanding and constitutional significance of the reversal of New Deal legislation by the Supreme Court
⦁ The Roberts Court and executive power
⦁ The opinions of Justice Sutherland on economic rights (interstate commerce; liberty of contract)
⦁ The opinions of Justice Harlan I and Justice Holmes on economic rights (interstate commerce; liberty of contract)
⦁ Justice O’Connor’s ideas on Federalism
⦁ What did the Supreme Court do before Marbury v. Madison?
⦁ The Constitution and state power to tax activities related to other states
⦁ How the Court encouraged laissez-faire capitalism before the New Deal
⦁ Can a Court (or Justice) be both liberal and restraintist? Or Can a Court or Justice be conservative and activist?
⦁ The nationalism of Joseph Story and John Marshall.
You can develop your own area for research, but you must get approval from me before you begin.
Guidelines.
- Papers will be 10-15 pages long.
- Papers will be prepared in standard term paper style, and will have a title page on which your name will appear with a signed Honor Pledge. Your honor pledge will read, “I have abided by all the rules and conditions for academic honesty as set forth in https://doso.wayne.edu/conduct/academic-misconduct.” Know in advance that I take academic honesty seriously. If I detect plagiarism to any degree you will immediately fail the course. It is incumbent on you to understand the appropriate definitions.
Prospectus. A prospectus provides an introduction to your topic, a research question your paper will address, the plan of action you will undertake to assess the research question, and a thesis. It will give you a chance to work out an initial topic and research strategy, and give me an opportunity to assess your project before you are too deeply into it. You do not have to submit a prospectus, but it will be very beneficial if you do so.
There are five elements to a prospectus:
- Topic. The general area of law and politics that your paper will address (e.g., separation of powers; the commerce power of Congress).
- Research Question. The specific question your paper will address and answer (e.g. Has the doctrine of political questions enhanced the power of the President?).
- Outlined Plan of Action. The strategy your paper will pursue to evaluate and answer your research question. This refers both to the logic by which you will do your reading and research and the way you structure (using internal section headings to demarcate the descriptive and analytical blocks with which you build your argument – your answer to the research question you posed). Think of these sections of research and writing as the blocks you place, one on top of the other, to build the wall of your argument. Block A leads to and supports block B, and so on. Each block – each section of your paper – will stand on its own as well as lead to the next block. Outline your plan of action in the prospectus.
- Thesis. The argument your paper will make; the answer to your research question.
- Annotated Bibliography. Each bibliographic entry will have a few sentences that describe 1) the argument of the piece, and 2) its relevance for addressing your research question.
The Final Paper
⦁ Expectations and Structure. In assembling your research and writing your paper, structural concerns become critical. An intelligible and logical structure is needed to convey information and arguments coherently and persuasively. Any well-prepared research paper has three essential sections.
- INTRODUCTION: Frame a topic and a research question. What topic will your paper address? Why is the topic worthy of investigation? What questions, related to that issue, will the paper seek to answer? What is the answer at which you arrive? (The answer to this last question will be your thesis – the argument that will organize and drive your paper.)
- BODY:
a. Everything here will directly relate to your thesis. Use the thesis to keep your paper focused and structured.
b. Review a relevant body of literature. (e.g., What has been written – both on and off the Court – about this topic? What arguments have these various authors made? What are the common analytical agreements and disagreements that surface in them? Can you identify schools or patterns of thought in them? On what assumptions do they rest and to what conclusions do they come?)
c. Analyze that body of literature in light of the research question you are asking. (e.g., What does that literature say about your research question? What are the strengths and weaknesses of the various approaches to your question contained in the literature? What is — and why is it — the most intelligent approach to (or explanation of) the topic question you addressed?) - CONCLUSION: Discuss your analysis. This should be more than just a “this is what I said above” section. It should note your conclusions and discuss their implications. What is the significance of your conclusion – the answer to the research question that framed your research and analysis?
To do the paper well, you will need to read extensively in both case opinions (NB: read and cite these only from unedited sources; i.e., use no caselaw texts) and secondary materials (e.g., political science journals, law reviews, and books). The better you organize, integrate, and critique these bodies of literature, the better you will do on your paper.
It almost goes without saying that a well-structured paper is grammatically correct, stylistically clear, and internally coherent. The reader should not be jarred by misspellings, sudden and unexplained transitions in thought, paragraphs that go on well past the confines of their introductory sentences, and sentences that are fragments, run-ons, or so convoluted as to convey no clear idea at all. Do yourself (and your grade) a favor. Finish a first draft of your paper a week before handing it in. Put it aside for a day or two to let it “rest,” and then return to it and give it a thorough edit and rewrite. It will amaze you how much this improves the clarity and quality of the paper’s presentation.
Remember, this is a course in constitutional law. As such, your paper will make extensive use of cases and opinions. The cases you use will, of course, depend on the topic you select. However, it is my clear and unambiguous expectation that your research will go well beyond the cases we read for and discuss in class. This paper is an independent analytical project, not a simple regurgitation of class material. Supreme Court opinions can be found in the U.S. Reports (U.S.), the Supreme Court Reporter (S.Ct.), the Lawyer’s Edition, United States Supreme Court Reports (L.Ed.), or on the internet at FindLaw
Select Bibliography of Legal Research Sources on The Internet
FindLaw (http://www.findlaw.com/casecode/supreme.html)
A searchable database of the Supreme Court decisions since 1893 (U.S. Supreme Court Decisions: US Reports 150, 1937-). Browsable by year and US Reports volume number and searchable by citation, case title and full text.
Online Resources through the WSU Libraries: https://guides.lib.wayne.edu/az.php Check under the letter “L” for numerous legal publications, and “J’ (for JSTOR) for social science publications.
The LII and Hermes: overview and recent developments (http://supct.law.cornell.edu/supct/search/search.html)
U.S. Supreme Court https://www.supremecourt.gov/
Oyez Oyez Oyez https://www.oyez.org/ The recorded oral arguments in major constitutional cases heard and decided by the Supreme Court of the United States since 1955.
The Supreme Court Historical Society https://www.supremecourthistory.org/
Develop a personal Case Study of an inclusive intervention, contextualised in a critique of theories and concepts related to transformative learning and social justice.
Written assignment instructions:
An outline (please the template below) briefly mentioning the points that you
will develop for your final assessment in week 8. You will need to mention
each basic point in a few words (100-200 words) and provide the sources you
will use to develop your points after you conduct your research. Make sure to
conduct your literature search for academic sources and then narrow them
down to the ones that are useful for your essay to back-up your arguments with
valid information.
The main objective of your final assessment in week 8 that you will need to
think and develop further and base your outline on for this formative task is:
Develop a personal Case Study of an inclusive intervention, contextualised
in a critique of theories and concepts related to transformative learning
and social justice.
IMPORTANT NOTES
You DO NOT need to go through the material after week 4 of the course
to develop your outline, as you can add more points and observations to
your outline as the course progresses.
This is a task for you to prepare and conduct the pre-writing process
that will help you further with the writing process of your final
assessment.
After you submit your outline your tutor will provide their feedback and
you can resubmit if necessary.
This task is NOT graded.
If you never experienced an inclusive intervention in your
professional life you can come up with one and state what would you
have done and why, using the theories and concepts mentioned
above.
- Introduction (rationale)
- Main body (aims, objectives and arguments)
- Conclusion (final thoughts and ideas)
- References (Harvard style)
What is the impact of contextual factors on advocacy and policy?
What is the impact of contextual factors on advocacy and policy? Contextual factors can range from internal (the organization, the practice, the environment, the culture, etc.) to external (laws, policies, politics, regulations, etc.). However, whether originating internally or externally, contextual factors have the capability of advancing or hindering an advocacy priority.
For this Discussion, you will consider how contextual factors impact policy making, focusing specifically on how these factors might impact your advocacy priority. Consider what contextual factors might promote getting your priority on the agenda, as well as those that might work against it.
Post a response detailing the following:
- Which contextual factors will promote getting your advocacy priority on the agenda?
- Which contextual factors might work against it?
How might individuals overcome these problems to communicate more effectively?
Language and emotion are 2 primary means of communication. Disorders of language and of emotional expression and recognition can present significant difficulties for individuals in expressing themselves and in understanding others. Discuss the following:
Discuss various language disorders and disorders of emotional expression.
Include an explanation of specific symptoms and underlying neuropathology.
Refer to the scientific literature as appropriate.
How might individuals overcome these problems to communicate more effectively?
