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  • [Solved] Peer Review Journal Article Abstract in APA format

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    This is on the peer review article that was completed already…… 200 plus word count Use thorough and appropriate research Use appropriate APA formatting Use effective grammar with minimal errors Flow logically and use expected structural elements – [\ \ AbstractDevelopmentOutline.docx](https:/…

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    Assignment Prompt & Instructions

    This is on the peer review article that was completed already……

    200 plus word count

    Use thorough and appropriate research

    Use appropriate APA formatting

    Use effective grammar with minimal errors

    Flow logically and use expected structural elements

    – [\
    \
    AbstractDevelopmentOutline.docx](https://www.sweetstudy.com/files/abstractdevelopmentoutline-docx "AbstractDevelopmentOutline.docx")
    – [\
    \
    BrowsingPeerReviewedJournals.docx](https://www.sweetstudy.com/files/browsingpeerreviewedjournals-docx "BrowsingPeerReviewedJournals.docx")

    – 2 years ago

  • [Solved] NUR 512 Week 4 TR

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    – 2 years ago **files (1)** – ## Week4TR.docx **## Week4TR.docx** Choose a state and review the scope of practice for the advanced practice nurse. How does it compare to Florida? **Submission Instructions:** · Your initial post should be at least 500 words, formatted and cited in current APA style w…

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    – 2 years ago

    **files (1)**

    – ## Week4TR.docx

    **## Week4TR.docx**

    Choose a state and review the scope of practice for the advanced practice nurse. How does it compare to Florida?

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

    **## Week4TR.docx**

    Choose a state and review the scope of practice for the advanced practice nurse. How does it compare to Florida?

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

  • [Solved] NUR 502 Week 4 2

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    – 2 years ago **files (1)** – ## Week42.docx **## Week42.docx** **Reproductive Function:** Ms. P.C. is a 19-year-old white female who reports a 2-day history of lower abdominal pain, nausea, emesis and a heavy, malodorous vaginal discharge. She states that she is single, heterosexual, and that she h…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Week42.docx

    **## Week42.docx**

    **Reproductive Function:** Ms. P.C. is a 19-year-old white female who reports a 2-day history of lower abdominal pain, nausea, emesis and a heavy, malodorous vaginal discharge. She states that she is single, heterosexual, and that she has been sexually active with only one partner for the past eight months. She has no previous history of genitourinary infections or sexually transmitted diseases. She denies IV drug use. Her LMP ended three days ago. Her last intercourse (vaginal) was eight days ago and she states that they did not use a condom. She admits to unprotected sex “every once in a while.” She noted an abnormal vaginal discharge yesterday and she describes it as “thick, greenish-yellow in color, and very smelly.” She denies both oral and rectal intercourse. She does not know if her partner has had a recent genitourinary tract infection, “because he has been away on business for five days.
    Microscopic Examination of Vaginal Discharge
    (-) yeast or hyphae
    (-) flagellated microbes
    (+) white blood cells
    (+) gram-negative intracellular diplococci

    **Case Study Questions**

    1. According to the case presented, including the clinical manifestations and microscopic examination of the vaginal discharge, what is the most probably diagnosis for Ms. P.C.? Support your answer and explain why you get to that diagnosis.

    2. Based on the vaginal discharged described and the microscopic examination of the sample could you suggest which would be the microorganism involved?

    3. Name the criteria you would use to recommend hospitalization for this patient

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

    **## Week42.docx**

    **Reproductive Function:** Ms. P.C. is a 19-year-old white female who reports a 2-day history of lower abdominal pain, nausea, emesis and a heavy, malodorous vaginal discharge. She states that she is single, heterosexual, and that she has been sexually active with only one partner for the past eight months. She has no previous history of genitourinary infections or sexually transmitted diseases. She denies IV drug use. Her LMP ended three days ago. Her last intercourse (vaginal) was eight days ago and she states that they did not use a condom. She admits to unprotected sex “every once in a while.” She noted an abnormal vaginal discharge yesterday and she describes it as “thick, greenish-yellow in color, and very smelly.” She denies both oral and rectal intercourse. She does not know if her partner has had a recent genitourinary tract infection, “because he has been away on business for five days.
    Microscopic Examination of Vaginal Discharge
    (-) yeast or hyphae
    (-) flagellated microbes
    (+) white blood cells
    (+) gram-negative intracellular diplococci

    **Case Study Questions**

    1. According to the case presented, including the clinical manifestations and microscopic examination of the vaginal discharge, what is the most probably diagnosis for Ms. P.C.? Support your answer and explain why you get to that diagnosis.

    2. Based on the vaginal discharged described and the microscopic examination of the sample could you suggest which would be the microorganism involved?

    3. Name the criteria you would use to recommend hospitalization for this patient

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

  • [Solved] NUR 502 Week 4

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    – 2 years ago **files (1)** – ## Week41.docx **## Week41.docx** **Urinary Function:** Mr. J.R. is a 73-year-old man, who was admitted to the hospital with clinical manifestations of gastroenteritis and possible renal injury. The patient’s chief complaints are fever, nausea with vomiting and diarrhea…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Week41.docx

    **## Week41.docx**

    **Urinary Function:** Mr. J.R. is a 73-year-old man, who was admitted to the hospital with clinical manifestations of gastroenteritis and possible renal injury. The patient’s chief complaints are fever, nausea with vomiting and diarrhea for 48 hours, weakness, dizziness, and a bothersome metallic taste in the mouth. The patient is pale and sweaty. He had been well until two days ago, when he began to experience severe nausea several hours after eating two burritos for supper. The burritos had been ordered from a local fast-food restaurant. The nausea persisted and he vomited twice with some relief. As the evening progressed, he continued to feel “very bad” and took some Pepto-Bismol to help settle his stomach. Soon thereafter, he began to feel achy and warm. His temperature at the time was 100. 5°F. He has continued to experience nausea, vomiting, and a fever. He has not been able to tolerate any solid foods or liquids. Since yesterday, he has had 5–6 watery bowel movements. He has not noticed any blood in the stools. His wife brought him to the ER because he was becoming weak and dizzy when he tried to stand up. His wife denies any recent travel, use of antibiotics, laxatives, or excessive caffeine, or that her husband has an eating disorder.

    **Case Study Questions**

    1. The attending physician is thinking that Mr. J.R. has developed an Acute Kidney Injury (AKI). Analyzing the case presented name the possible types of Acute Kidney Injury. Link the clinical manifestations described to the different types of Acute Kidney injury.

    2. Create a list of risk factors the patient might have and explain why.

    3. Unfortunately, the damage on J.R. kidney became irreversible and he is now diagnosed with Chronic kidney disease. Please describe the complications that the patient might have on his Hematologic system (Coagulopathy and Anemia) and the pathophysiologic mechanisms involved.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

    **## Week41.docx**

    **Urinary Function:** Mr. J.R. is a 73-year-old man, who was admitted to the hospital with clinical manifestations of gastroenteritis and possible renal injury. The patient’s chief complaints are fever, nausea with vomiting and diarrhea for 48 hours, weakness, dizziness, and a bothersome metallic taste in the mouth. The patient is pale and sweaty. He had been well until two days ago, when he began to experience severe nausea several hours after eating two burritos for supper. The burritos had been ordered from a local fast-food restaurant. The nausea persisted and he vomited twice with some relief. As the evening progressed, he continued to feel “very bad” and took some Pepto-Bismol to help settle his stomach. Soon thereafter, he began to feel achy and warm. His temperature at the time was 100. 5°F. He has continued to experience nausea, vomiting, and a fever. He has not been able to tolerate any solid foods or liquids. Since yesterday, he has had 5–6 watery bowel movements. He has not noticed any blood in the stools. His wife brought him to the ER because he was becoming weak and dizzy when he tried to stand up. His wife denies any recent travel, use of antibiotics, laxatives, or excessive caffeine, or that her husband has an eating disorder.

    **Case Study Questions**

    1. The attending physician is thinking that Mr. J.R. has developed an Acute Kidney Injury (AKI). Analyzing the case presented name the possible types of Acute Kidney Injury. Link the clinical manifestations described to the different types of Acute Kidney injury.

    2. Create a list of risk factors the patient might have and explain why.

    3. Unfortunately, the damage on J.R. kidney became irreversible and he is now diagnosed with Chronic kidney disease. Please describe the complications that the patient might have on his Hematologic system (Coagulopathy and Anemia) and the pathophysiologic mechanisms involved.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

  • [Solved] NR507 Week 4 Collaboration Response MR

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    response is needed Hello everyone, **Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system?** Systemic Lupus Erythematosus (SLE) is an autoimmune disease that affects the pulmonar…

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    Assignment Prompt & Instructions

    response is needed

    Hello everyone,

    **Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system?**

         Systemic Lupus Erythematosus (SLE) is an autoimmune disease that affects the pulmonary system mainly through inflammation. Autoantibodies and immune complexes attack lung tissue, causing pleuritis, Interstitial Lung Disease (ILD), and pulmonary hypertension (Shin et al., 2022). Symptoms of pleuritis include acute chest aches and labored breathing. For pulmonary system, scarring and inflammation from ILD induce lung rigidity, which impairs gas exchange.

    **Discuss the symptoms and clinical manifestations of SLE on your assigned body system. How do these symptoms impact the client’s function and quality of life? Can changes in your assigned body system affect or be affected by other body systems in clients with SLE?**

         Cough, dyspnea, chest pain, and weariness are SLE pulmonary symptoms. These symptoms limit mobility and lower the client's quality of life, making walking or stair climbing difficult (Depascale et al., 2021). Interstitial lung illness can cause fatigue and reduced exercise tolerance, like chronic hypoxia. Pulmonary changes can be linked to cardiovascular stress in right-sided heart failure patients with pulmonary hypertension. If only the renal, cardiovascular, and immune systems are inflamed, pulmonary changes can increase systemic inflammation. This reciprocal body structure activation worsens SLE treatment.

    **Discuss the diagnostic tests used to diagnose SLE-related complications in your body system. What challenges are associated with diagnosing SLE if only looking at your assigned body system?**

          Imaging and functional testing are needed to diagnose pulmonary involvement in SLE. High-resolution Computed Tomography (CT) scans or chest X-rays are needed to confirm chest opacities, pleural effusion, or lung fibrosis in suspected interstitial lung disease. Pulmonary Function Tests (PFTs) of lung volume and diffusing capacity can also confirm interstitial lung disease (Zamboti et al., 2021). Diagnosing SLE through the pulmonary system is quite challenging since its symptoms are very much related to asthma.

    **Explore the current treatments for managing SLE symptoms associated with your assigned body system. What are the goals of these treatments, and how effective are they in mitigating the impact of SLE on the body?**

          SLE pulmonary manifestations require inflammation control, lung tissue preservation, and symptom suppression. Corticosteroids like prednisone are anti-inflammatory. Medications like mycophenolate mofetil and azathioprine weaken the immune system. Sildenafil and other vasodilators treat pulmonary hypertension. Continuous oxygen supply is also sometimes required for chronic hypoxic conditions (Agarwal et al., 2021). The main goal of this medicines is to manage the disease and slow its progression but cannot repair the damage. They are effective in a way they protect lung function and minimize SLE's health impacts.

    **References**

    Agarwal, T., Kazemi, S., Costantini, M., Perfeito, F., Correia, C. R., Gaspar, V., Montazeri, L., De Maria, C., Mano, J. F., Vosough, M., Makvandi, P., & Maiti, T. K. (2021). Oxygen releasing materials: Towards addressing the hypoxia-related issues in tissue engineering. _Materials Science and Engineering: C_, _122_, 111896. [https://doi.org/10.1016/j.msec.2021.111896Links to an external site.](https://doi.org/10.1016/j.msec.2021.111896)

    Depascale, R., Del Frate, G., Gasparotto, M., Manfrè, V., Gatto, M., Iaccarino, L., Quartuccio, L., De Vita, S., & Doria, A. (2021). Diagnosis and management of lung involvement in systemic lupus erythematosus and Sjögren’s syndrome: A literature review. _Therapeutic Advances in Musculoskeletal Disease_, _13_, 1–24. [https://doi.org/10.1177/1759720x211040696Links to an external site.](https://doi.org/10.1177/1759720×211040696)

    Shin, J. I., Lee, K. H., Park, S., Yang, J. W., Kim, H. J., Song, K., Lee, S., Na, H., Jang, Y. J., Nam, J. Y., Kim, S., Lee, C., Hong, C., Kim, C., Kim, M., Choi, U., Seo, J., Jin, H., Yi, B., & Jeong, S. J. (2022). Systemic lupus erythematosus and lung involvement: A comprehensive review. _Journal of Clinical Medicine_, _11_(22), 6714. [https://doi.org/10.3390/jcm11226714Links to an external site.](https://doi.org/10.3390/jcm11226714)

    Zamboti, C. L., Cristina, A., Garcia, T., Krinski, G. G., Bertin, L. D., Almeida, S., Pimpão, H. A., Fujisawa, D. S., Ribeiro, M. A., Pitta, F., & Camillo, C. A. (2021). Functional performance tests in interstitial lung disease: Impairment and measurement properties. _Respiratory Medicine_, _184_, 106413. [https://doi.org/10.1016/j.rmed.2021.106413](https://doi.org/10.1016/j.rmed.2021.106413)

    – 2 years ago

  • [Solved] Social Problem Description

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    write a description for your problem To demonstrate your understanding of the social issue you selected in your [proposal](https://osu.instructure.com/courses/175939/assignments/4397187 "Proposal and Personal Narrative "), review the relevant literature and research on the subject. Here are some way…

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    write a description for your problem

    To demonstrate your understanding of the social issue you selected in your [proposal](https://osu.instructure.com/courses/175939/assignments/4397187 "Proposal and Personal Narrative "), review the relevant literature and research on the subject. Here are some ways that you can gain a full understanding of your social issue:

    – 2 years ago

  • [Solved] New journal

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    **Learning Activity: Module 2: Nursing Workplace Journal** **A)** **Search social media and Google yourself** i. Discover: o What shows up on the internet o What your significant others, family, or friends have tagged you in on social media (look at comments and photos too) o What was revealed **B.*…

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    Assignment Prompt & Instructions

    **Learning Activity: Module 2: Nursing Workplace Journal**

    **A)** **Search social media and Google yourself**

    i. Discover:

    o  What shows up on the internet

    o What your significant others, family, or friends have tagged you in on social media (look at comments and photos too)

    o What was revealed

    **B.** **Answer the following questions:**

    i.  Could you explain what was found if questioned during an interview?

    ii.  Were there any posts that were posted without your permission or that you were unaware of? What strategies do you want to take to minimize those

    surprises?

    **C.** **Reflect on the things that you post / share (including pictures and words written) / “likes” on your personal social media sites:  Complete the chart below**

    **Frequently**

    **Post**

    **Sometimes Post**

    **Occasionally Post**

    **Never**

    **Post**

    **About my personal success**

    **Family**

    **Achievements in life / work**

    **Things regarding Co-Workers**

    **Comments about a good or bad day**

    **Ranting**

    **Pictures with Alcohol / Drugs / unwarranted activities**

    **Posts/comments regarding where you work or go to school**

    **D.)** **Answer**

    i. Which of these items did you request the permission of others involved prior to posting?

    ii. How might some posts/comments be perceived by future employers or the public?

    – [\
    \
    IMG_0956.jpeg](https://www.sweetstudy.com/files/img-0956-jpeg-10175571 "IMG_0956.jpeg")

    – 2 years ago

  • [Solved] Self-Care Group Development

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    – [\ \ IMG_0228.jpeg](https://www.sweetstudy.com/files/img-0228-jpeg "IMG_0228.jpeg") – 2 years ago

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    – [\
    \
    IMG_0228.jpeg](https://www.sweetstudy.com/files/img-0228-jpeg "IMG_0228.jpeg")

    – 2 years ago

  • [Solved] MGMTW4CP

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) – 2 years ago **files (2)** – ## MGMTW4CA.docx – Case.pdf **## MGMTW4CA.docx** **Week 4: Case Analysis** **Instructions** Each student will treat this as an individual assignment (you do …

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    – 2 years ago

    **files (2)**

    – ## MGMTW4CA.docx

    – Case.pdf

    **## MGMTW4CA.docx**

    **Week 4: Case Analysis**

    **Instructions**

    Each student will treat this as an individual assignment (you do not need to meet with your team). Your response should be well rounded and analytical and should not just provide a conclusion or an opinion without explaining the reason for the choice.

    1. The assignment should be submitted as a PowerPoint file and should include the following slides (some questions may take more than one slide).

    · Parties: Identify the plaintiff and the defendant.

    · Facts: Summarize only those facts critical to the outcome of the case.

    · Procedure: What was the outcome in the lower court(s)? Who brought the appeal?

    · Issue: Describe the central question or questions on which the case turns.

    · Explain the applicable law(s): Do some research on and explain the laws cited in the case.

    · Holding: How did the court resolve the issue(s)? Who won?

    · Reasoning: Explain the logic that supported the court’s decision. Why did the court come to the conclusion it did? What facts or laws affected the decision?

    · Legal research: Report something you have discovered about the case, parties, or other important elements of law from your own research.

    · Conclusion: Summarize the key aspects of the decision and your recommendations on the court’s ruling.

    · References: Use APA style for your citations and references.

    2. Research the case using the case citation in the DeVry Library under databases (select – HeinOnline), FindLaw.com, and other legal sources.

    3. Research the parties and circumstances of the case itself. The following cases can also be found in the textbook.

    **Case 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017)**

    **CASE BELOW ( ALSO EXTENTED VERSION ATTACHED)**

    **CASE 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017**)

    FACT SUMMARY In January 2013, an Australian teenager measured his Subway Footlong sandwich and discovered it was only 11 inches long. He photographed the sandwich alongside a tape measure and posted the photo on his Facebook page. It went viral, and soon after a number of lawsuits were filed across the United States against Subway for damages and injunctive relief under state consumer-protection laws. The lawsuits were combined and several plaintiffs sought class action certification. During discovery, Subway established that their unbaked bread sticks are uniform, and the baked rolls rarely fall short of 12 inches. The minor variations that do occur are wholly attributable to the natural variability in the baking process and cannot be prevented. Nonetheless, Subway entered into a settlement agreement and implemented certain measures to ensure, to the extent practicable, that all Footlong sandwiches are at least 12 inches long. The settlement acknowledged, however, that even with these measures in place, some sandwich rolls will inevitably fall short due to the natural variability in the baking process. The parties also agreed to cap the fees of class counsel at $525,000. The settlement provided $500 for each of 10 class representatives (class members who allowed their name to be used as lead plaintiffs). However, Theodore Frank (Frank), one of the class members who received no payment, argued that the settlement enriched only the lawyers and provided no meaningful benefits to the class. The trial court preliminarily approved the settlement and Frank appealed.

    SYNOPSIS OF DECISION AND OPINION The U.S. Court of Appeals for the Seventh Circuit reversed the decision of the trial court and ruled in favor of Frank. The court held that the procedures required by the settlement do not benefit the class in any meaningful way and act only to benefit the class action lawyers. They reasoned that because there were no identifiable benefits to class members, the class should not have been certified, and the settlement should not have been approved.

    WORDS OF THE COURT: No Meaningful Relief “A class settlement that results in fees for class counsel but yields no meaningful relief for the class is ‘no better than a racket.’ If the class settlement does not provide ‘effectual relief’ to the class and its ‘principal effect’ is to ‘induce the defendants to pay the class’s lawyers enough to make them go away,’ then the class representatives have failed in their duty . . . to ‘fairly and adequately protect the interests of the class.’ . . . ‘No class action settlement that yields zero benefits for the class should be approved, and a class action that seeks only worthless benefits for the class should be dismissed out of hand.’”

    **Case.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case-pdf-10175705)

    **Case.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case-pdf-10175705)

    **## MGMTW4CA.docx**

    **Week 4: Case Analysis**

    **Instructions**

    Each student will treat this as an individual assignment (you do not need to meet with your team). Your response should be well rounded and analytical and should not just provide a conclusion or an opinion without explaining the reason for the choice.

    1. The assignment should be submitted as a PowerPoint file and should include the following slides (some questions may take more than one slide).

    · Parties: Identify the plaintiff and the defendant.

    · Facts: Summarize only those facts critical to the outcome of the case.

    · Procedure: What was the outcome in the lower court(s)? Who brought the appeal?

    · Issue: Describe the central question or questions on which the case turns.

    · Explain the applicable law(s): Do some research on and explain the laws cited in the case.

    · Holding: How did the court resolve the issue(s)? Who won?

    · Reasoning: Explain the logic that supported the court’s decision. Why did the court come to the conclusion it did? What facts or laws affected the decision?

    · Legal research: Report something you have discovered about the case, parties, or other important elements of law from your own research.

    · Conclusion: Summarize the key aspects of the decision and your recommendations on the court’s ruling.

    · References: Use APA style for your citations and references.

    2. Research the case using the case citation in the DeVry Library under databases (select – HeinOnline), FindLaw.com, and other legal sources.

    3. Research the parties and circumstances of the case itself. The following cases can also be found in the textbook.

    **Case 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017)**

    **CASE BELOW ( ALSO EXTENTED VERSION ATTACHED)**

    **CASE 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017**)

    FACT SUMMARY In January 2013, an Australian teenager measured his Subway Footlong sandwich and discovered it was only 11 inches long. He photographed the sandwich alongside a tape measure and posted the photo on his Facebook page. It went viral, and soon after a number of lawsuits were filed across the United States against Subway for damages and injunctive relief under state consumer-protection laws. The lawsuits were combined and several plaintiffs sought class action certification. During discovery, Subway established that their unbaked bread sticks are uniform, and the baked rolls rarely fall short of 12 inches. The minor variations that do occur are wholly attributable to the natural variability in the baking process and cannot be prevented. Nonetheless, Subway entered into a settlement agreement and implemented certain measures to ensure, to the extent practicable, that all Footlong sandwiches are at least 12 inches long. The settlement acknowledged, however, that even with these measures in place, some sandwich rolls will inevitably fall short due to the natural variability in the baking process. The parties also agreed to cap the fees of class counsel at $525,000. The settlement provided $500 for each of 10 class representatives (class members who allowed their name to be used as lead plaintiffs). However, Theodore Frank (Frank), one of the class members who received no payment, argued that the settlement enriched only the lawyers and provided no meaningful benefits to the class. The trial court preliminarily approved the settlement and Frank appealed.

    SYNOPSIS OF DECISION AND OPINION The U.S. Court of Appeals for the Seventh Circuit reversed the decision of the trial court and ruled in favor of Frank. The court held that the procedures required by the settlement do not benefit the class in any meaningful way and act only to benefit the class action lawyers. They reasoned that because there were no identifiable benefits to class members, the class should not have been certified, and the settlement should not have been approved.

    WORDS OF THE COURT: No Meaningful Relief “A class settlement that results in fees for class counsel but yields no meaningful relief for the class is ‘no better than a racket.’ If the class settlement does not provide ‘effectual relief’ to the class and its ‘principal effect’ is to ‘induce the defendants to pay the class’s lawyers enough to make them go away,’ then the class representatives have failed in their duty . . . to ‘fairly and adequately protect the interests of the class.’ . . . ‘No class action settlement that yields zero benefits for the class should be approved, and a class action that seeks only worthless benefits for the class should be dismissed out of hand.’”

    **Case.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case-pdf-10175705)

    **## MGMTW4CA.docx**

    **Week 4: Case Analysis**

    **Instructions**

    Each student will treat this as an individual assignment (you do not need to meet with your team). Your response should be well rounded and analytical and should not just provide a conclusion or an opinion without explaining the reason for the choice.

    1. The assignment should be submitted as a PowerPoint file and should include the following slides (some questions may take more than one slide).

    · Parties: Identify the plaintiff and the defendant.

    · Facts: Summarize only those facts critical to the outcome of the case.

    · Procedure: What was the outcome in the lower court(s)? Who brought the appeal?

    · Issue: Describe the central question or questions on which the case turns.

    · Explain the applicable law(s): Do some research on and explain the laws cited in the case.

    · Holding: How did the court resolve the issue(s)? Who won?

    · Reasoning: Explain the logic that supported the court’s decision. Why did the court come to the conclusion it did? What facts or laws affected the decision?

    · Legal research: Report something you have discovered about the case, parties, or other important elements of law from your own research.

    · Conclusion: Summarize the key aspects of the decision and your recommendations on the court’s ruling.

    · References: Use APA style for your citations and references.

    2. Research the case using the case citation in the DeVry Library under databases (select – HeinOnline), FindLaw.com, and other legal sources.

    3. Research the parties and circumstances of the case itself. The following cases can also be found in the textbook.

    **Case 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017)**

    **CASE BELOW ( ALSO EXTENTED VERSION ATTACHED)**

    **CASE 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017**)

    FACT SUMMARY In January 2013, an Australian teenager measured his Subway Footlong sandwich and discovered it was only 11 inches long. He photographed the sandwich alongside a tape measure and posted the photo on his Facebook page. It went viral, and soon after a number of lawsuits were filed across the United States against Subway for damages and injunctive relief under state consumer-protection laws. The lawsuits were combined and several plaintiffs sought class action certification. During discovery, Subway established that their unbaked bread sticks are uniform, and the baked rolls rarely fall short of 12 inches. The minor variations that do occur are wholly attributable to the natural variability in the baking process and cannot be prevented. Nonetheless, Subway entered into a settlement agreement and implemented certain measures to ensure, to the extent practicable, that all Footlong sandwiches are at least 12 inches long. The settlement acknowledged, however, that even with these measures in place, some sandwich rolls will inevitably fall short due to the natural variability in the baking process. The parties also agreed to cap the fees of class counsel at $525,000. The settlement provided $500 for each of 10 class representatives (class members who allowed their name to be used as lead plaintiffs). However, Theodore Frank (Frank), one of the class members who received no payment, argued that the settlement enriched only the lawyers and provided no meaningful benefits to the class. The trial court preliminarily approved the settlement and Frank appealed.

    SYNOPSIS OF DECISION AND OPINION The U.S. Court of Appeals for the Seventh Circuit reversed the decision of the trial court and ruled in favor of Frank. The court held that the procedures required by the settlement do not benefit the class in any meaningful way and act only to benefit the class action lawyers. They reasoned that because there were no identifiable benefits to class members, the class should not have been certified, and the settlement should not have been approved.

    WORDS OF THE COURT: No Meaningful Relief “A class settlement that results in fees for class counsel but yields no meaningful relief for the class is ‘no better than a racket.’ If the class settlement does not provide ‘effectual relief’ to the class and its ‘principal effect’ is to ‘induce the defendants to pay the class’s lawyers enough to make them go away,’ then the class representatives have failed in their duty . . . to ‘fairly and adequately protect the interests of the class.’ . . . ‘No class action settlement that yields zero benefits for the class should be approved, and a class action that seeks only worthless benefits for the class should be dismissed out of hand.’”

    **Case.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case-pdf-10175705)

  • [Solved] Self 2

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    – 2 years ago **files (2)** – ## DutyOrientationScale-1.pdf – IMG_7282.png **## DutyOrientationScale-1.pdf** Duty Orientation Scale Think about yourself as a member of a group that is important to you. Rate your level of agreement with each item as it pertains to you as a member. My actions demonst…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## DutyOrientationScale-1.pdf

    – IMG_7282.png

    **## DutyOrientationScale-1.pdf**

    Duty Orientation Scale
    Think about yourself as a member of a group that is important to you. Rate your level of agreement with each
    item as it pertains to you as a member. My actions demonstrate that I…

    1 = Strong Disagree 2 = Disagree 3 = Not sure 4 = Agree 5=Strongly Agree

    Note: The form will total your points for this assessment at the bottom of the page.

    1. Put the interests of my team ahead of my personal interests.
    2. Do all that I can to support the organization.
    3. Am faithful to my team members.
    4. Am loyal to my leaders and team.
    5. Accept personal risk or loss in support of the mission/organizational goals.
    6. Make personal sacrifices to serve the mission/organizational goals.
    7. Do whatever it takes to not let the mission/organization fail.
    8. Get the job done under the toughest conditions.
    9. Do what is right always.
    10. Demonstrate personal integrity when challenged.
    11. Will not accept dishonor.
    12. Set the example for honorable behavior in others

    Total Score

    12-60

    Interpretation
    The higher your score, the greater your sense of duty or obligation to the
    group or organization.

    Source: Hannah, S.T., Jennings, P.L., Bluhm, D., Chunyan Peng, A., & Schaubroeck J.J. (2014) Duty orientation:
    Theoretical develop and preliminary construct testing. Organizational Behavior and Human Decision Process, 123,
    220-238. p. 227.

    Scoring: Scores for each dimension range from 4 to 20.

    • Items 1-4 measure duty to members.

    • Items 5-8 measure duty to mission.

    • Items 9-12 measure duty to codes.

    Your total score:

    01. Q1:
    02. Q2:
    03. Q3:
    04. Q4:
    05. Q5:
    06. Q6:
    07. Q7:
    08. Q8:
    09. Q9:
    10. Q10:
    11. Q11:
    12. Q12:
    13. TotalScore: 0

    **IMG_7282.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7282-png)

    **IMG_7282.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7282-png)

    **## DutyOrientationScale-1.pdf**

    Duty Orientation Scale
    Think about yourself as a member of a group that is important to you. Rate your level of agreement with each
    item as it pertains to you as a member. My actions demonstrate that I…

    1 = Strong Disagree 2 = Disagree 3 = Not sure 4 = Agree 5=Strongly Agree

    Note: The form will total your points for this assessment at the bottom of the page.

    1. Put the interests of my team ahead of my personal interests.
    2. Do all that I can to support the organization.
    3. Am faithful to my team members.
    4. Am loyal to my leaders and team.
    5. Accept personal risk or loss in support of the mission/organizational goals.
    6. Make personal sacrifices to serve the mission/organizational goals.
    7. Do whatever it takes to not let the mission/organization fail.
    8. Get the job done under the toughest conditions.
    9. Do what is right always.
    10. Demonstrate personal integrity when challenged.
    11. Will not accept dishonor.
    12. Set the example for honorable behavior in others

    Total Score

    12-60

    Interpretation
    The higher your score, the greater your sense of duty or obligation to the
    group or organization.

    Source: Hannah, S.T., Jennings, P.L., Bluhm, D., Chunyan Peng, A., & Schaubroeck J.J. (2014) Duty orientation:
    Theoretical develop and preliminary construct testing. Organizational Behavior and Human Decision Process, 123,
    220-238. p. 227.

    Scoring: Scores for each dimension range from 4 to 20.

    • Items 1-4 measure duty to members.

    • Items 5-8 measure duty to mission.

    • Items 9-12 measure duty to codes.

    Your total score:

    01. Q1:
    02. Q2:
    03. Q3:
    04. Q4:
    05. Q5:
    06. Q6:
    07. Q7:
    08. Q8:
    09. Q9:
    10. Q10:
    11. Q11:
    12. Q12:
    13. TotalScore: 0

    **IMG_7282.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7282-png)

    **## DutyOrientationScale-1.pdf**

    Duty Orientation Scale
    Think about yourself as a member of a group that is important to you. Rate your level of agreement with each
    item as it pertains to you as a member. My actions demonstrate that I…

    1 = Strong Disagree 2 = Disagree 3 = Not sure 4 = Agree 5=Strongly Agree

    Note: The form will total your points for this assessment at the bottom of the page.

    1. Put the interests of my team ahead of my personal interests.
    2. Do all that I can to support the organization.
    3. Am faithful to my team members.
    4. Am loyal to my leaders and team.
    5. Accept personal risk or loss in support of the mission/organizational goals.
    6. Make personal sacrifices to serve the mission/organizational goals.
    7. Do whatever it takes to not let the mission/organization fail.
    8. Get the job done under the toughest conditions.
    9. Do what is right always.
    10. Demonstrate personal integrity when challenged.
    11. Will not accept dishonor.
    12. Set the example for honorable behavior in others

    Total Score

    12-60

    Interpretation
    The higher your score, the greater your sense of duty or obligation to the
    group or organization.

    Source: Hannah, S.T., Jennings, P.L., Bluhm, D., Chunyan Peng, A., & Schaubroeck J.J. (2014) Duty orientation:
    Theoretical develop and preliminary construct testing. Organizational Behavior and Human Decision Process, 123,
    220-238. p. 227.

    Scoring: Scores for each dimension range from 4 to 20.

    • Items 1-4 measure duty to members.

    • Items 5-8 measure duty to mission.

    • Items 9-12 measure duty to codes.

    Your total score:

    01. Q1:
    02. Q2:
    03. Q3:
    04. Q4:
    05. Q5:
    06. Q6:
    07. Q7:
    08. Q8:
    09. Q9:
    10. Q10:
    11. Q11:
    12. Q12:
    13. TotalScore: 0

    **IMG_7282.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7282-png)