How do constitutional issues affect faculty employment? Assignment Help

Question description

For this assignment – the Scenario Analysis Paper – write a short paper, 2 to 3 pages in length for content plus cover and reference pages. E

Examine various employment and constitutional issues that apply to the faculty scenario at Mountainside State University, then write a short paper to demonstrate how constitutional issues affect faculty employment. Detailed descriptions of the requirements for the Assignment are provided after the scenario.

Scenario

Mountainside State University employed Dr. Amanda Ford beginning in 1996. She was hired as a tenured faculty member in the School of Education.

In 1997, the Vice Provost appointed Dr. Ford to the position of Special Assistant to the Provost at a salary of $85,000 a year. Upon her appointment, Dr. Ford was provided with a letter from the Provost indicating that she would serve as special assistant “at the pleasure of the Provost,” but that she would be able to return to the faculty role if she left the Special Assistant role.

On November 31, 2006, the Provost asked Ford to step down from her position as Special Assistant. Dr. Ford contacted the School of Education to return to her teaching duties, but was told that all the classes had been assigned for the remainder of the year. Ford then told the Dean of the School of Education, “I am going to take some personal leave time due to stress — and will return to teach in the fall.” Ford went on leave from December of 2006 through August of 2007. She used a combination of vacation leave, sick leave, and leave in her Personnel Leave Account for that period.

While on leave, Dr. Ford continued to be compensated at the annual rate of pay she had received as Special Assistant ($85,000.00). In August of 2007, Ford returned to the School of Education, indicating that she was prepared to resume her faculty role. At that time, Ford was again told that there were no classes available for her to teach. She was further informed by the Dean that she was being terminated from her faculty position “for cause” because she had failed to return to the School before August.

In response, Dr. Ford threatened to file a complaint in Federal Court claiming that she had a right to immediate placement in her faculty role when she left her position in the Provost’s office and that she had been prepared to resume her faculty duties at that time.

Instructions

Faculty at state institutions are afforded constitutional rights, as are other employees. This does not mean that colleges and universities are at the mercy of faculty behavior, or that faculty have completely free reign in their speech and actions. It also does not mean that institutions can treat faculty, or other employees, with arbitrary and capricious actions. There are contractual relationships between employees and institutions that help regulate responsibilities. Many of these contractual relationships have constitutional guarantees to protect the rights of individuals.

The scenario encompasses several issues of law, which can be illuminated further by applying concepts from the Kaplin and Lee text. Use Chapter 5 from the Kaplin and Lee text and Chapter 7 from the American Higher Education in the Twenty-First Century text to address the issues and questions provided below.

The paper must follow the format provided below and use the topics as headings and subheadings in the paper:

Introduction

The introduction provides the context of the topic of the paper. Also, as with any good treatise, it relates the purpose of your paper. For example:

This paper demonstrates how constitutional issues relate to faculty employment at public institutions.

This section of the paper is 1 paragraph.

Termination Issues

Examine the above scenario. Based on information from the reading about property rights, liberty interests, due process, tenure, and cause for termination, address the following questions in this section of the paper:

• Tenure Status: What role does Dr. Ford’s tenure status have toward her rights according to the Tenure Contract?
• Rights and Interests: What are Dr. Ford’s property rights or liberty interests in her position on the faculty?
• Due Process: How does due process apply to Dr. Ford’s situation?
• Reasonable Cause: Dr. Ford was terminated for “cause.” What is the most reasonable cause for termination? Do you agree with this? Why?
• Standing to Litigate: Does Dr. Ford have “standing to litigate” as described in the glossary of the Kaplin and Lee text? Why?

Conclusion

The conclusion summarizes the major points of the paper and reiterates its purpose. It ties everything together in a concise manner. The conclusion is 1 paragraph long.

The length of the paper for content is 2 to 3 pages. Make sure it has proper cover and reference pages and follows APA style.

Question description

Readings: Fish. S. (2007, March-April). Shared governance: Democracy is not an educational idea. Change.

Manning, K. (2013). Organizational theory in higher education (1st ed.). New York, New York: Routledge. (Chapter 4: “Collegium”)

In the article, Shared Governance: Democracy is Not an Educational Idea; Stanley Fish describes several considerations that pertain to any conversation about governance. In addition, Manning describes the critical elements of a collegial environment such as participatory governance, circular structure of communication and decision making, and the leadership culture of “first among equals.” In this Assignment, discuss how Fish’s view of governance compares to Manning’s description of governance in Chapter 4 of the textbook, Organizational Theory in Higher Education.

In a 3–4 page paper, discuss how each author addresses the following topics:

1. The purpose of mission and goals
2. Communication
3. Decision Making
4. Role of Management
5. Shared governance

Your paper should be formatted according to APA style with a title page and a reference page.

Question description

Agency for Healthcare Research and Quality [AHRQ]. (2014). Guide to clinical preventive services. Retrieved from https://www.ahrq.gov/professionals/clinicians-prov…

Directions

You will need to create a chart that illustrates Adult screenings, Grades A, and B: preventative care measures for individuals ranging from age 21–65.

You do not have to include Grade C, pregnancy recommendations or pediatric recommendations. You should not include Grade D or I.

The chart should include:

• Adult Immunization recommendations
• Well person visit recommendations- be sure to break this out clearly as to what is being screened at the well visits.
• Prevention counseling
• Cancer screening recommendations (cervical, breast, colon, lung) Other preventative services (dental care, vision care)

There should be sufficient information as to what the screening is. Look up examples of prevention guideline charts to help you get some ideas. Be sure your content and information is current per the required source above and is not content based on examples that you may find for ideas on design alone. These may be outdated.

Please include gender and age groups in your chart data. There is no narrative. This assignment consists of a title page, a chart and a reference page.

Topic 1: Diverse Populations and Age.

Read the required readings. Consider the influence of socioeconomic status (SES), culture, gender, ethnicity, and spirituality on mental and physical health for the individual in various health care settings, as it relates specifically to age in adulthood. Construct your post addressing young, middle and older adult related risks concerning a topic. (Young adults are 18–35, not adolescents). Consider physiological, psychological and iatrogenic risks

Be creative in how you address the discussion. You may choose a specific health topic, social health issue, a health condition or create a family scenario. Consider life transitions and role change. Be sure to include risks, addressing the issue across the adult lifespan. Integrate some social, spiritual and environmental influences on mental and physical health

Question description

You are the executive manager of a business. It has come to your attention that some of your employees have not been accurately reporting their actual hours worked on their submitted time sheets. You will correct this issue going forward with a formal control system. Following the four steps of a formal control system, write the section of your employee handbook that consists of the standard which details how employees are to properly request leave and report time worked, followed by the other three steps, detailing the proper implementation of a formal control system suitable to this situation.

Minimum Submission Requirements:

• Your Assessment should be at least 2 full double-spaced pages in length, using size 12-point font in Word.
• Be sure your paper is well written in paragraph form, with correct spelling, grammar, and punctuation.
• Be sure to name your file according to the following Kaplan file-naming convention: username_homework_unit#.doc (username is your Kaplan username).
• You may use external sources in addition to the required module readings. Cite any external sources used.
• Your paper must be written in Standard English and demonstrate exceptional content, organization, style, grammar, and mechanics.
• Your paper should provide a clearly established and sustained viewpoint and purpose.
• Your writing should be well ordered, logical, and unified, as well as original and insightful.

Question description

Science Meets Real Life

Each and every day, you are faced with having to make split-second decisions, and the need to solve random problems that you encounter. As you have learned in Units 1 and 2 to reach those decisions and work those problems out, you are subconsciously using the scientific method. In this Assignment, you will create a PowerPoint presentation to explain how you would use the scientific method to solve the following scenario.

You have agreed to take care of your friend’s dog Buddy while they go on a trip to Antarctica. On your two-hour trip to take your friend to the airport you get so caught up talking about their upcoming adventure that you do not have any time to ask questions about Buddy who is riding in the backseat. After you drop your friend off, just in time to catch their flight, you drive the two hours back home and realize that your friend accidently took the dog’s bag with them when they ran into the airport. You quickly go out to the local pet store and ask the salesperson to help you pick out food and supplies to take care of Buddy for the next few weeks. When you get home you feed Buddy but he refuses to eat his dinner. This puts you in a little bit of a panic since your friend is on a long flight and will then be on a ship to Antarctica so contacting them will be difficult. You take a deep breath and decide that you can try to solve this problem on your own. Prepare a PowerPoint presentation to show how you would apply each step of the scientific method to try to solve this problem using the proper terminology (hypothesis, experiment, etc.). Use a minimum of three references to provide factual support.

Make sure your PowerPoint ® presentation addresses the following questions. A template is provided in Course Documents to get you started. Additional slides should be added to address all the questions in this assignment and cite your sources. You are welcome to modify this template to suit your needs, being sure to meet the assignment requirements.

1. Apply the steps of the Scientific Method to this situation outlining how you would try to figure out what is going on with Buddy. It should be clear what each step of the scientific method is and what you would be doing for each step. Make sure you include a hypothesis that is consistent with the provided scenario in the appropriate step. Indicate which source you are using for the scientific method itself.
2. For your step that involves testing your hypothesis (experimentation) explain what would happen if the results supported your hypothesis and what would happen if the results did not support your hypothesis.
3. You know you can contact your friend at some point soon but only for a short time. What three testable questions would you want to ask them to help support or disprove your hypothesis?
4. Your neighbor comes over to help out with Buddy and poses the following hypothesis: Buddy won’t eat because he feels his owner is in danger. Is this a testable hypothesis? If so, please explain how you would test it. If not please explain why it is not testable in the context of the scientific method.

Basic Writing Expectations:

• At least 1000 words not counting the title or reference pages
• Include a title page, double space, font size 10 or 12
• Use a minimum of three sources
• Include a highly developed viewpoint/thesis, purpose, and exceptional content
• Demonstrate superior organization: use logic
• Free of grammar and spelling errors
• No evidence of plagiarism
• Use the APA style for all citations
• No more than 10% of your assignment should be taken verbatim from any outside sources.

Question description

Topic 1: Promoting Safety and Reducing Risk: Program Evaluation

Read the required readings. Next visit the CDC Injury Prevention and Control website; Child safety and injury prevention. https://www.cdc.gov/safechild/. Additionally review the CDC Childhood Injury report. https://www.cdc.gov/safechild/child_injury_data.ht…

For this discussion share an outline with supportive content for the implementation of a simple educational program or intervention to promote health and reduce injury risk for the childhood and/or adolescent population. Focus can be for an individual, specific group or population. Include the topic, target audience /learner characteristics, statistics of why topic is important, population affected and pertinent risk factors. Include, objectives, goals, the intervention and means you will use to evaluate the program. Show evidence based support for the intervention. Comment on others projects and share ideas and interventions supported by studies.

Question description

Every year institutions engage in a faculty renewal and tenure process. The process for the most part, includes a structured process and procedures. Take on the role of the faculty leader who has been asked to review the recommendations from the tenure/renewal committees. Your role is to review the recommendation and convene a meeting of your peers to verify the process and confirm and or change the recommendation.

You have recently received recommendations for the two faculty who are employment status has been reviewed. Both of the faculty are long time and well respected colleagues.

One of the recommendations was to not renew a contract of a fellow colleague. You are stunned and a bit lost as to why and how the committee recommended the non-renewal. You must now convene a meeting of your fellow faculty members to review the recommendations and either agree or disagree with the outcome. Keep in mind; you are working inside an organization that considers colleagues as equal partners. As you begin to prepare your opening remarks for your upcoming meeting, please consider the following:

• What elements will you outline as the critical steps of the colleges renewal process?
• What are some of your challenges of balancing the recommendation versus upholding the culture of the college?
• How will you communicate to the college at large about the non-renewal decision?

Now, take the role of faculty member whose contract will not be renewed:

• What steps should you take in addressing this employment situation?
• How will this decision impact the culture of the institution?

Question description

Read Chapter 14: “Complementary and Alternative Strategies”

Create a journal entry of 200–250 words reflecting on your personal experiences or thoughts regarding alternative therapies, integrating content from the reading into your entry.

Text book and other sources!!

Chapter 14: “Complementary and Alternative Strategies”

Ackley-Holbrook, E., Minsoo, K., & Morgan, D. W. (2016). Development and Evaluation of the Walk for Health Program: A Physical Activity Intervention for Adults with Visual Impairments. Journal Of Visual Impairment & Blindness, 110(2), 103-114.

Dietary Guidelines for Americans 2015-2020. (2015). Table of contents. Retrieved from https://health.gov/dietaryguidelines/2015/guidelin…

Physical Activity Guidelines for Americans 2008. (2017). Index. Retrieved from https://health.gov/paguidelines/guidelines/

Riemer, H. C., Mates, J., Ryan, L., & Schleder, B. J. (2015). Decreased stress level in nurses: A benefit of quiet time. 24(5), 396-402.

APA Format, Follow directions, thank you

.

Course Web Resources

• Agency for Healthcare Research and Quality [AHRQ]. (2014). Guide to clinical preventive services. Retrieved from https://www.ahrq.gov/professionals/clinicians-prov…
• Centers for Disease control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.). Glossary. Retrieved from https://www.cdc.gov/OPHSS/CSELS/DSEPD/SS1978/Gloss…
• Department of Health and Human Services. (2014). Leading health indicators. Retrieved from http://healthypeople.gov/2020/LHI/default.aspx
• Healthy People 2020. (2016). Topics and objectives. Retrieved from https://www.healthypeople.gov/2020/topics-objectiv…

Course PDF Web Resources

• Centers for Disease Control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.). Retrieved from https://www.cdc.gov/ophss/csels/dsepd/ss1978/ss197…
• Guide to Clinical Preventive Services. (2014). Recommendations of the US preventive task force. Retrieved from https://archive.ahrq.gov/professionals/clinicians-…

Question description

Poor Patient Outcome

Relying solely on the classic features of a disease may be misleading. That’s because the clinical presentation of a disease often varies: the symptoms and signs of many conditions are non-specific initially and may require hours, days, or even months to develop.

Generating a differential diagnosis; that is, developing a list of the possible conditions that might produce a patient’s symptoms and signs — is an important part of clinical reasoning. It enables appropriate testing to rule out possibilities and confirm a final diagnosis.

This case portrays a poor patient outcome after a misdiagnosis.

Case scenario

A previously healthy 35-year-old lawyer presents to a primary care office with a chief complaint of chest pain and a non-productive cough. The pain started suddenly 2 hours prior to coming to the office while the patient was sitting at his desk. The patient describes the pain as sharp in nature, constantly present but made worse with inspiration and movement, and with radiation to the base of the neck. His blood pressure in the right arm and other vital signs are normal.

On physical examination the only findings of note are chest wall tenderness and a faint cardiac murmur. The ECG in the office is normal. The patient is observed for an hour in the office and assessed. He is diagnosed with viral pleurisy and sent home on non-steroidal analgesics.

The following day the patient collapses at home and cannot be resuscitated by the paramedic service. An autopsy reveals a Type 1 aortic dissection with pericardial tamponade.

Write using APA style, use at least 5 references no older than 5 years.

Written Assignment:

Developing a list of possible conditions that might produce a patient’s symptoms and signs is an important part of clinical reasoning.

1. As an NP in primary care what would you have done differently?
2. Discuss the importance of creating a list of differentials for this patient. How could it have changed this outcome?

If a serious diagnosis comes to mind based on a patient’s symptoms:

• Ask yourself; Have you considered the likelihood of it and whether it needs to be ruled out by testing or referral?
• Because many serious disorders are challenging to diagnose, have you considered ruling out the worst case scenario?
• Ask yourself: Do you have sufficient understanding of the clinical presentation to offer an opinion on the diagnosis?
• What other diagnosis could it be? How might the treatment to date have altered the patient outcome?
• What other diagnostic and laboratory or imaging was needed in order to make a complete differential list? What support tools would you consider using in helping to create a differential diagnosis list?
• Are you familiar with the current clinical practice guidelines for the investigation of a suspected condition such as chest pain?