Task:
Diversity:
The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.
Political Correctness:
The avoidance of forms of expression or action that are perceived to exclude, marginalise, or insult groups of people who are socially disadvantaged or discriminated against.
Iturralde V. Hilo Medical Center USA 2 Case Study
Overview: The final case study for this course will require you to analyze a court decision in which a physician was found liable for medical malpractice. You will focus on facts pertaining to the medical standard of care, breach of care, and causation, and you will explain how they were applied to law. You will then use the facts of the case to identify an ethics issue and determine an ethical theory that would help provide a safe, quality healthcare experience for the patient. Next, you will apply a clinician–patient shared decision-making model to describe how the ethics issue could be resolved. You will also include a discussion about possible violations of the code of ethics in your given field. Lastly, you will augment or vary the facts of the case to create a hypothetical scenario that changes the outcome so that the physician is no longer liable for medical malpractice.
Prompt: In this project, you will analyze a court case involving medical malpractice. For this milestone, you will use the facts from the original case to identify an ethics issue, determine an ethical theory that would help provide a safe and quality healthcare experience for the patient, and apply a clinician–patient shared decision-making model.
III. Ethical Component: In this section, you will evaluate the case to identify the specific ethical issues and determine ethical theories and shared decision- making models that would help resolve the issue and provide a safe, quality healthcare experience. Then, you will propose and defend ethical guidelines for healthcare providers to follow in order to avoid future incidents.
A. Describe the ethical issues that led to the malpractice case and explain why the issues are credited with causing the incident. Support your response with research and relevant examples from the case.
B. Describe an ethical theory that would help resolve the issue and provide a safe, quality healthcare experience for the patient. Support your response with research and relevant examples from the case.
C. Select a physician–patient shared decision-making model and explain how it would provide a safe, quality healthcare experience for the patient
D. Propose ethical guidelines that would have helped prevent the incident and would help the organization prevent future incidents.
E. Defend how your proposed ethical guidelines will hold healthcare providers accountable to themselves, their profession, their patients, and the public.
Analyse and evaluate the current mental health system in Australia and explain the role counsellors and psychotherapists play
QUESTION: Critically evaluate the current mental health system in Australia and explain how do the
counsellors and psychotherapists contribute to the wellbeing of people with mental health issues
A 2500 WORD REPORT
Your report should include:
Analysis of the current mental health system in Australia
Critical evaluation of the current mental health system in Australia
Outline and discussion of changes that might be required to create a more sustainable
and equitable mental health system in Australia (based on the literature review findings)
Evaluation of the counsellors’ and psychotherapists’ role in the mental health system
What we want to see:
The work must be fully referenced with in-text citations and a reference list at the end. We
recommend you work with your Academic Writing Guide to ensure that you reference correctly. You
will find a link to this document on the main page of every unit, under the ‘Assessments’ section.
Correct academic writing and referencing are essential tasks that you need to learn. We
recommend a minimum of ten references.
Referencing: References are assessed for their quality. You should draw on quality academic
sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a
reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable
of conducting your own research. Also, in order to help markers determine students’ understanding
of the work they cite, all in-text references (not just direct quotes) must include the specific page
number/s if shown in the original.
Researching: You can search for peer-reviewed journal articles, which you can find in the online
journal databases and which can be accessed from the library homepage. Reputable news sites
such as The Conversation (https://theconversation.com/au/health), online dictionaries and online
encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government
departments, research institutes such as the National Health and Medical Research Council
(NHMRC), international organisations such as the World Health Organisation (WHO) and local not
for profit organisations such as the Cancer Council are also good resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other
formats may not be readable by markers. Please be aware that any assessments submitted in other
formats will be considered LATE and will lose marks until it is presented in Word.
What we don’t want to see:
Plagiarism: All sources of information need to properly be acknowledged. Please refer to the
plagiarism website on blackboardi. By clicking the ‘Upload this file’ button you acknowledge that you
have read, understood and can confirm that the work you are about to submit complies with the
Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of
cheating plagiarism is treated seriously. Plagiarising students will be referred to the Program
Manager.
Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you
may go over or under by 10% than the stated length.
Late Submissions: Students are advised that any submissions past the due date incur a 10%
penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks
penalty per day.
No submission: Students must attempt all tasks to be eligible to pass the unit.
Assessment 2: Case Study – North Sydney
Assessment 2: Case Study – North Sydney
Students will complete a case study which discusses the provision of ethical, legal, evidence based, holistic person-centred care including the establishment of realistic and relevant goals through the theoretical examination of a particular nursing specialty case study using the Clinical Reasoning Cycle (Levett-Jones, 2013). Students must select and respond to the case study question that reflects their allocated clinical placement specialty.
The Clinical Reasoning Cycle
Student are expected to use the Clinical Reasoning Cycle (Levett-Jones, 2018) as a framework to plan and evaluate person-centred care. You are being asked to think through the case scenario and then discuss how data was collected and the type of data collected, identify problems and nursing issues, identify and state the objectives and discuss how care was provided in order to address the issues and evaluate the interventions carried out: (analyse and identify a nursing issues/problems/needs, set objectives, discuss the nursing interventions and evaluate the interventions of care carried out). As per lecture notes, students are expected to apply the clinical reasoning cycle to address the case scenario:
Consider the person’s situation
Collect, process and present related health information
Identify and prioritise at least three (3) nursing problems/issues based on the health assessment data that you have identified for the person at the centre of care.
Establish goals for priority of nursing care related to the nursing problem/issues identified
Discuss the nursing care of the person; link it to assessment data and history.
Evaluate your nursing care strategies to justify the nursing care provided
Reflect on the person’s outcomes
Adapted from Tracy Levett-Jones, et al. (2010)
Application of the Clinical Reasoning Cycle
Based on the stages of the clinical reasoning cycle, the outline of the essay should have:
Title Page: (not included in the essay)
Unit Title: NRSG370 – Clinical Integration – Speciality Practice
Student Name:
Student ID Number:
Speciality Area:
Scenario:
Total number of words:
Essay should be formatted
Introduction
introduces/outlines/situates the topic of the essay
clearly describes the way in which the essay will proceed
the essay is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper)
Content
Consideration of facts from the patient or situation
Consider the case scenario of your choosing based on your clinical elective as per assessment “Choose the one that best reflects your specialty placement” this is where you determine what information should be collected and how information is going to be collected.
Collection of information
You need to discuss the type of information collected and why this information was collected based on the scenario for the clinical elective. For instance, the type of information collected should consider and include the history, current presenting issues and treatment plan, observations, results of investigations done medical records etc.
Processing gathered information (analysing and interpreting)
The most important thing is to analyse the information that you have collected and identify areas of nursing care needs and problems. In this section, your discussion should reflect analysis and interpretation of the patient’s current health status using your established knowledge of physiology, pharmacology, pathology, culture, and ethics to establish needs and issues drawn from the information. This stage allows you to demonstrate synthesis of theory and experience acquired in previous and concurrent nursing units.
Identify the problem
Identify and state the problems/needs or issues you have identified. It is important to identify the problems/needs/issues and the potential cause to determine the reason behind the patient’s current issue. Examples:
Dehydration as a result of loose bowel motion x 4 and vomiting x 2 during am shift
Falls risk as a result of confusion and unsteady gait
Loss of weight as a result of poor oral intake for one week
Pain due to post -operative procedure – laparotomy
Hyperglycaemia due to poor diet and lack of knowledge on diabetes
Please note these are examples only, the nature of the problems you identify will depend on the nature of the case study and your analysis and interpretation of the situation.
Establish goals
Here, you determine the nursing goals for the patient’s situation. Identify and prioritise at least three (3) nursing problems/issues based on your assessment and collected data.
Take action
Here you discuss the nursing interventions or measures you will undertake in order to address the three nursing issues or problems. These measures should take in consideration the ethical, legal, evidence based, holistic -person-centred approach.
Evaluation and Reflection
Evaluate the effectiveness of the nursing interventions you have discussed (presumably which could have been carried out or actually carried out) and reflect on how the interventions could have been improved or done better- State the potential measures that could have been considered or could have been carried out to address the problem. This phase allows you to critically analyse what has been done and how best the care was carried out or could have been improved.
Conclusion
the essays ends with a cogent, defendable conclusion that summarises the discussion
References
Provide a list of references used in your discussion
THE MARKING CRITERIA
Please refer to the marking criteria
Here are some of the points in conjunction with the marking criteria which you should consider when applying the marking criteria to your case study essay:
Sequencing: 5%
introduces/outlines/situates the topic of the essay
clearly describes the way in which the essay will proceed
the essay is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper)
Content: 50%
Refer to the stages of the clinical reasoning cycle
Clearly identifies and prioritises 3 relevant nursing issues/ problem
the case study essay focus has been addressed and discussed as per clinical reasoning cycle
the case study essay content has clear links to contemporary nursing practice of the clinical elective area and discusses the provision of ethical, legal, evidence-based, holistic person-centred care, including the establishment of realistic and relevant goals
the case study paper demonstrates a depth of understanding of the topic and significant issues as per scenario and clinical elective area.
Critical thinking, reasoning and evaluation of evidence: 30%
the essay demonstrates a high degree of critical thought and insight by:
providing a justification/rationale for the argument/discussion
demonstrating you have reflected on the complex issues surrounding the three problems identified
discussing the topic from differing perspectives, ethical, legal, evidence-based, holistic person-centred care thereby providing a balanced discussion of the problems.
analysis is related to nursing care and issues/problems, and is presented and supported by adequate and appropriate evidence.
Paragraph, structure/intelligibility: 5%
Organisation and presentation of content
There are clear linking sentences that link each paragraph to the next area consistently
Sources & Referencing: 10%
credible and relevant references are used. A broad range of in-text citations has been used
accurate use of APA referencing style in all instances. the referencing style used throughout the paper is congruent with the APA style
the reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the APA referencing style.
the references cited are contemporary (i.e. not more than 10 years)
there is evidence in the paper that the student has searched widely for information related to the topic/issue
the student has acknowledged all sources of information used
Please refer to the unit outline, case study scenario on LEO and marking guide for information about assessment.
Climate change impacts and adaptation report
Overview
This assignment is designed to deepen your understanding of climate change impacts, vulnerabilities and adaptation though analysis of a real-world case study of your choice (eg where you live, an organisation you work for or would like to work for). It is designed to develop your skills in problem solving and writing consulting-style reports of the sort that you will inevitably need to write at some point in your careers, and that are already being produced in many quarters on this exact topic. The reports should be pithy, insightful, well-structured and well-presented syntheses of the key issues and must include at least one visual of your own design (a figure, map, table). Examples will be provided.
Description
Choose a real local government area or organization. Draw on academic and grey literature to analyse how they are vulnerable to different aspects of climate change and what they can do to adapt.
Topics to cover in your report:
An overview of your case, considering (as appropriate) their assets, functions, people, dependencies and objectives
Their existing strengths and weaknesses (vulnerabilities)
Their exposure and sensitivity to specific climate change impacts (direct and indirect)
Possible adaptation options, and their risks, costs, benefits, feedbacks and interactions
Barriers and limits to, and enablers of, desired adaptation.
Recommended priority adaptation actions.
Please ignore the information about assignment 2 provided in the pdf file because these two assignments are kind of related to each other. Thus, I am going to make another order for assignment 2 only if assignment 1 quality is good. Please follow the (HD 80-100) in the Rubric.
NOTES:
I want the report to be a local organization which is in Australia (Coles).
I will provide a draft that I sent to the teacher as I was planning to cover Coles and their plastic bags problems.
Feel free to make the report good, as I don’t want you to stick with the draft. I only did something do show it to the teacher.
Lecture slides will be provided as well.
Please, focus on the analysis part.
Diagram or figure must be used in the report as the teacher required us to use at least one as it shows in the pics down below.
Project 3 – 3-Dimensional Forms
MOTIVATION
The domestic setting has been a crucial site (and recurring subject) of artistic production—a parallel track and occasionally a counterpoint to more commonly celebrated contexts such as the artist’s studio and the public sphere. In fact, many artists, for personal or financial reasons, work at home, and for those artists the home often becomes the subject and source of their artwork.
We will look at artists working from the late 1960s to the present, as well as notable precedents in art history dating back as early modernism. Major artists in the 19th and early 20th centuries, including Vincent van Gogh and Henri Matisse, frequently depicted domestic interiors as sites of psychological reflection and a potent metaphor for social or historical concerns. Later, in the 1970s, the feminist movement exposed the home as a site of identity production and interrogation, putting pressure on the presumably male cliché of the heroic artist creating alone in his studio. In recent years, as commerce and communication have become increasingly globalized, artists have paradoxically turned inward, examining the idea of “home” in more localized contexts, recognizing it as an arena of social development and an indicator of economic trends, especially as more and more artists confront the recent crises in housing and urban development in their work.
INSTRUCTIONS
For Project 3 we willexamine the concept of the home, both literally and metaphorically, as an integral site for making art.
Overview Requirements
Project 3 will consist of 2 parts:
Part 1:
One 3D digital rendering of “home” (however you interpret that word) constructed using Google Sketchup or any other open source 3D rendering software.
Part 2:
Animate your SketchUp 3D model using Scenes, and export Animation as a video.
Extra credit consideration for the following:
(1 point Extra Credit)Convert your .mp4 video file into a looping animated GIF using Successfully consider the looping function of the GIF file format. Upload one final GIF.
(2 points Extra Credit)Combine your animated SketchUp 3D model form with an original digital video using Premiere.The manner in which you combine these videos is entirely up to you, but should conceptually work together to create a visually and conceptually cohesive whole. Upload one final video (.mp4).
(3 points Extra Credit)Using any of the material choices considered for the discussion post, create a small sculptural version of your SketchUp 3D model. Animate the sculpture (through video or frame by frame stop motion animation), and combine the animation of your sculpture with the animation of your SketchUp 3D model.The manner in which you combine these videos is entirely up to you, but should conceptually work together to create a visually and conceptually cohesive whole. Upload one final video (.mp4).
How to accomplish this:
Step 1.)
Interpret and define your own personal concept of what home is or what home means. Be creative in your exploration of this concept. In other words, don’t be too literal. Additionally, please stay away from common cliches such as “Home is where the heart is.”
This project may take the form of a from-memory reconstruction/reimagining of an actual house where you live or once lived, or an object or place that embodies your idea of home (such as a backpack, tent, rocket ship, etc), or you may use this project as an opportunity to experiment
with more abstract 3D forms. Your interpretation of the concept of “home” does not in any way have to result in a form that looks like a house. The way your Project 3 looks is entirely open for interpretation, and the end result should be a unique and creative exploration of home as a concept, not necessarily home as a physical place.
Step 2.)
Using a 3D digital rendering software such as SketchUp, make a digital version of your “home.” Explore shape, form, color, texture, line, repetition and space as elements that support your concept.
Use the “Import” function in SketchUp to imbed found material choices into your 3D design in order to further communicate your own personal connection to the place or form you digitally create.
Step 3.)
Animate your digital SketchUp form using the “Scenes” function, and Export your animation as a.mp4.
ARTIST STATEMENT
An artist Statement that is no shorter than two paragraph longmust accompany your final piece. Provide some insight into your piece. What are you exploring, attempting or challenging through this work? What life experiences informed it? Does it relate to previous work? When were these videos made? How do they reflect the culture of the time?
Your statement should provide context, but not overwhelm readers with irrelevant facts and minute details. Brevity and efficiency of language are key. A good statement will not over-explain, but will leave your readers wanting more.
*NOTE You are the expert on your own work’s genesis and execution. Therefore, it is critical that you are clear about your own reading of your work. Write these statements in a manner that would be appropriate and informative for a stranger to read if they came upon your work in a gallery or museum and NOT as a personal message to me, your instructor.
Use these questions as prompts for your statement ONLY if they apply.
(For example, DO NOTinclude sentences like “This does not apply to previous research.” or “No life experiences have informed this project.”)
Write only about what IShappening in your project and what ISworking.
(For example, DO NOTinclude sentences like “I wanted to do this idea, but it didn’t work.” or “I don’t really like this project. I’m not sure why you assigned it.” or “I don’t know why I have to explain my art. Shouldn’t art just speak for itself?”)
SUBMISSION GUIDELINES
**Failure to follow each submission guideline will result in a loss of points.
Canvas Submission Specs
For Project 3, your final submission will be a video OR an animated GIF.
GIF dimensions should be no larger than 2000 pixels on the longest side.
You video should be exported using H.264 compression
File name MUST follow this format LastName,FirstNameP3.gif
Canvas Artist Statement Submission Specs
Typed 12pt font double-spaced using Helvetica, Arial, or Times New Roman.
Your name, class section, and project at the top right.
File name MUST follow this format LastName,FirstNameP3Statement.pdf
Note: You will also submit this finished image as part of the Peer Review Discussion.
Submit your final Video or GIF and written statement to Canvas BEFOREthe due date.
Ideas and questions to consider:
What is a home, and what does the idea of home represent to you?
What is the connection of home to personal identity, growth, and development?
What is the connection to issues of security, openness and letting be?
Or to problems of inclusion/exclusion, displacement and being/belonging with alterity?
How does home give us a sense of identifying with a physical space?
How does home root us to a specific geography?
How does a home shape our sense of place?
How do concepts of home influence our expectations in life?
When we move, how does this affect our capacity to construct a new sense of home?
How does home help us identify with a state of mind into which we can withdraw to escape a troubling world around us?
Why are these intuitions about safety and security so engrained in our concepts of home?
If we live in a space of fear or hatred, how does this play out as a longing for home?
Selection of artists who have made works dealing with ideas surrounding home and the domestic space:
Doug Aitken (American, b. 1968)
Alberto Aguilar (American, b. 1977)
Moyra Davey (Canadian, b. 1958)
Laura Davis (American, b. 1971)
Do Ho Suh (Korean, b. 1962)
Julia Fish (American, b. 1950)
Frank Halmans (Dutch, b. 1963)
Leslie Hewitt (American, b. 1977)
Jessica Jackson Hutchins (American, b. 1971)
Toba Khedoori (Australian, b. 1964)
Guillermo Kuitca (Argentinian, b.1961)
Rodney McMillian (American b. 1969)
Zwelethu Mthethwa (South African, b. 1960)
Jan Smaga and Aneta Grzeszykowska (Polish, both b. 1974)
Rachel Whiteread (British b. 1963)
Hurvin Anderson (British, b. 1965)
Alexandre da Cunha (Brazilian, b. 1969)
Dzine (American, b. 1971)
Barbara Kruger (American, b. 1945)
Abigail Anne Newbold (American, b. 1976)
Martha Rosler (American, b. 1943)
Mierle Laderman Ukeles (American, b. 1939)
Marina Abramovic (Yugoslav, b. 1946)
Daniel Arsham (American, b.1980)
LaToya Ruby Frazier (American, b. 1982)
Robert Gober (American, b. 1954)
Deana Lawson (American, b. 1979)
Tony Oursler (American, b. 1957)
Adrian Piper (American b. 1948)
George Segal (American b. 1924-2000)
Tatiana Trouvé (Italian, b. 1968)
Francesca Woodman (American, 1958-1981)
Guy Ben Ner (Israeli, b. 1969)
Rivane Neuenschwander (Brazilian, b.1967)
FAQ
Do I have to accurately reconstruct a house I used to live in?
You may interpret the concept of “home” however you like. Be conceptual. Get creative!
We moved around a lot growing up, so how do I recreate a home when I don’t really feel connected to any one particular house?
Was there an object that moved with you? Could this represent home more than a physical house? Maybe moving boxes represent more of an idea of home? This could possibly be a great opportunity to explore the idea of being disconnected to the idea of “home.”
I don’t have or can’t find any photos of a house I used to live in. What should I do?
Make it up! Use your imagination! I have no idea what a house you used to live in looks like. This assignment is not about how accurately you can represent a physical site. The concept of “home” is merely a starting point for exploration in this assignment. Once again, be creative!
PREPARE CHEESE FOR SERVICE
SECTION 1: Prepare cheese for service
Q1: Describe the likely origins of cheese.
Q2: List the steps involved in sequencing the stages of food preparation and production
Q3: You’re serving 60 people ten varieties of cheese at a tasting where total serving size is 90 g per person. How much of each variety do you need to cut off the blocks?
Q4: Identify eight of the basic stages of cheese production. What are the methods used in its manufacture?
Q5: Explain the similarities and differences between farmhouse, specialist and commodity cheeses.
Farmhouse cheese
Specialist cheese
Commodity cheese
Q6: Name the category each of these cheeses belongs to.
Ricotta ___________________________________________________________________
Feta _____________________________________________________________________
Brie _____________________________________________________________________
Gorgonzola _______________________________________________________________
Gouda ___________________________________________________________________
Provolone ________________________________________________________________
Tasmanian Heritage Red Square ______________________________________________
Tasty ____________________________________________________________________
Romano _________________________________________________________________
Q7: Describe ways you could use the following cheeses.
Mascarpone
Raclette
Parmesan
Q8: Identify six characteristics of fresh, high-quality cheese which is in optimum condition for service.
Q9: Explain the FIFO method of stock rotation.
Q10: What temperature should cheese be when you serve it so it’s in optimum condition?
Q11: Your colleague doesn’t know how to temper cheese. Explain how to do it.
Q12: You’re tempering soft and hard cheeses for a function at 5 pm.
What time should you remove the soft cheeses from refrigeration?
What time should you remove the hard cheeses from refrigeration?
Q13: Your colleague isn’t quite sure how to cut particular cheeses properly during preparation so they’re in optimum condition for different styles of service. Give them tips on how to cut the following cheeses.
Soft creamy cheese
Blocks of hard cheese
Sliced cheese for presentation on biscuits
Q14: Provide tips on how to handle cheese safely and hygienically during preparation to avoid cross-contamination.
Q15: List four preparation tasks you may need to do according to organisational standards when preparing accompaniments and garnishes.
Q16: List one cheese category that matches each of these accompaniments and garnishes. (More than one answer is possible.)
Olive bread, anchovies, capers
Grapes, quince paste
Sliced fresh pears and dried apples
Q17: Identify four ways you can minimise waste in the preparation of cheeses.
Q18: What are the three main components in cheese itself?
Q19: What are the five main nutrients in cheese?
Read the order and answer questions 20 and 21.
Wanderer’s Hotel
Quantity Item Position
2 Cheese platters(1 x no walnut bread, no walnuts)
(1 x no blue vein)
2
3
1 Cheesecake 1
1 Tiramisu 4
Q20: What can you conclude from the cheese ordered by customer 2? What will you serve instead?
Q21: Customer 3 has ordered one less cheese. Standard serving is four cheeses per customer on a platter. How do you accommodate this when cutting the cheese for the customer?
SECTION 2: present and store cheese
Q22: List at least five ways cheese can be used on a menu.
Q23: You’re planning a cheese display for a function. Identify three factors you need to consider.
Q24: When should you assemble the display? Why?
Q25: You’re serving both soft cheese and hard cheese in the same display. Describe how you would position them.
Q26: Should you place cheese on the rims of platters or plates?
Q27: Provide three appropriate and interesting accompaniments for each cheese to help enhance the flavour and texture.
Double brie
Blue Castello
Jarlsberg
Vintage cheddar
Q28: State four things you should check when visually evaluating a dish prior to service.
Q29: List four characteristics you need to balance when presenting dishes.
Q30: Describe three situations where you might need to adjust presentation by changing the plated food.
Q31: After a function, you have 1.8 kg of Dutch edam left over. Suggest ways to use it productively.
Q32: At what temperature should you store cheese to avoid bacterial spoilage and contamination?
Q33: What is the appropriate humidity for storing cheese?
Q34: Describe how you would store the following cheeses.
White mould cheese
Blue cheese
Feta
Q35: What do you do if you see cheese come into contact with a cutting board that was previously used for the preparation of meat, which was not cleaned properly before use?
Q36: Define these culinary terms related to different cheeses commonly used in the industry.
Au gratin
Bocconcini
Fondue
Queso
Mouli grater
Rennet
Share your views and opinions on outsourcing with the help of scholarly resources
Outsourcing has become a huge component of global business and the global economy. Share your views and opinions on outsourcing with the help of scholarly resources. Make sure that you use the first three articles from this weeks assigned reeding, including some additional that you can find in our online library. Please use some examples.
Your initial post must be 4 – 5 paragraphs in length. No Wikipedia, BLOGS with ads from yahoo.com or google.com, as they present a biased opinion. Use least 3 peer-reviewed articles to support your thoughts! Reading •Ciravegna, L., Romano, P., & Pilkington, A. (2013). Outsourcing practices in automotive supply networks: an exploratory study of full service vehicle suppliers. International Journal of Production Research, 51(8), 2478-2490. •Murray, J. Y. (2001). Strategic alliance-based global sourcing strategy for competitive advantage: A conceptual framework and research propositions. Journal of International Marketing, 9(4), 30. • Di Gregorio, D., Musteen, M., & Thomas, D. E. (2009). Offshore outsourcing as a source of international competitiveness for SMEs. Journal of International Business Studies, 40(6), 969-988. •Chin-Shan, L., Chun-Hsiung Liao, & Ching-Chiao, Y. (2008). Segmenting manufacturers’ investment incentive preferences for international logistics zones. International Journal of Operations & Production Management, 28(2), 106-129. •Sachan, A., & Datta, S. (2005). Review of supply chain management and logistics research. International Journal of Physical Distribution & Logistics Management, 35(9), 664-70
Contract Law: In the context of at least one example, when is a contract formed between the customer and the person providing such a service
In the context of at least one example (but no more than two examples) of services provided in the ‘sharing/access economy’ (such as Airbnb or UberX), when is a contract formed between the customer and the person providing such a service?
In simple terms, a contract is a legally binding agreement between two or more parties (Bagchi, 2013). Actually, this is the most important nature of the contract: it is enforceable in the courts of law. Since the basis of the contract is the initial agreement between the parties, the law provides an opportunity for justice to be done when one party to the contract tries to deviate from the contract. Some of the elements of a contract are; the offer, acceptance, capacity, intention, consideration, legality, and formality (Karsten & Sinai, 2003). The law of contract mainly originates from the doctrines of equity, substance of common law, certain statues of general application and the acts of parliament. This essay analyzes when the contract is formed between the customer and the person offering the service.
Usually, the contract begins when one party makes an offer, which is accepted by the other party that has the capacity to enter into such contract. Some necessary formalities must be followed to make the contract enforceable. In the contract formation, an offer is the unequivocal manifestation by one party to enter into a contract by the other party. For the offer to be valid under the contract terms, it must be oral, written, or implied (Patrson, Robertson, Duke, 2008). Another characteristic of the offer is that it must be definite and clear for it to be understood by both parties. Such concept of offer being clear was coined in the ruling in Scammell and Nephew Ltd v. Ouston as well as Sands v. Mutual Benefits. In these two legal cases, the judges agreed that the words that were used by the parties entering the contract was too vague and uncertain and did not meet the threshold of contract formation (Varadarajan, 2001). These two cases set a clear judicial precedence that the wording and the framing of contract needs to be clear to avoid any uncertainty in the law.
An offer can either be absolute or conditional. In contract formation, the offeror have the discretion to decide the duration of the offer (Staudenmayer, 2004). Any time before this duration elapses, it can be revoked as was established in Dickson v. Dodds. In this ruling, it was held that there was no agreement between the parties as the offer was withdrawn. Since the offeror has the freedom to prescribe the method of communication of acceptance by the offeree, the method he chooses eventually becomes a condition. The law recognizes that the offer may be general or specific (McDonald, 2011). In addition, the offer can be directed to an individual, group of persons, or even to the general public.
The law allows for the revocation of offers the eventual termination of contracts. However, the contract formation only comes to an end when the revocation has been communicated to the offeree (Schwarts & Scott, 2003). Despite the communication being made, revocation only becomes effective when the notice is received by the offeree. In the case of Byrne v. Van Tienhoven, it was established that an offer is irrevocable after the acceptance has been made…
Cruzan v. Director, Missouri Department of Health, 497 U.S. 261 (1990)
Conduct research on the United States Supreme Court case of Cruzan v. Director, Missouri Department of Health, 497 U.S. 261 (1990). The full text of this case, along with numerous case briefs, commentaries, summaries, etc., may be found by simply entering the full name of the case into any major online search engine of your choosing. Alternatively, you may use Westlaw, Lexis or any other professional legal research databank in your research, however, use of such is not required. Following your research, review the following questions: • What was the ultimate numerical vote of the court? • When and how can life support be withdrawn? • How does death by refusal of treatment differ from suicide? • How does a living will work and when does it become of legal effect? • What is a health care directive and how does it work? After completing your research, summarize your answers, and, along with any other sources, if any, address and support your particular position/view on the following specific issues, and, specifically, how you would apply the Saint Leo University Core Values of Community, Respect, and Integrity into your actions. Be sure to use proper APA format for citations. 1. What are the potential foreseeable financial, psychological, and medical, yet unintended, harmful consequences to one’s family and friends in failing to provide a properly executed will and living will prior to one’s final illness and death? 2. What are the fundamental distinctions between recuperative medical care and palliative care? Who should be included in the decision to modify care from recuperative to palliative? When, if ever, is the right to refuse any and all medical care appropriate when such virtually ensures the death of the patient? 3. What professionals, medical or otherwise, should be involved in advising decisions concerning end-oflife wishes? How does euthanasia differ from a simple cessation of treatment? Who should make end of life decisions for those who are without a family member to take on such a role? 4. What measures can be taken to ensure the quality of ongoing family and social relationships, individually and as a group, to end-of-life patients? What pitfalls are to be avoided in ensuring maintenance of these relationships? What actions may be taken to ensure the spiritual and existential dimensions of the process are respected and integrated?