Alternative Dispute Resolution Clause for Learning Essay Example for Free

Alternative Dispute Resolution Clause for Learning Essay Alternative Dispute Resolution Clause for Learning Team Charter LAW 531 Alternative Dispute Resolution Clause for Learning Team Charter This paper will discuss an alternative dispute resolution (ADR) clause that might be used by a Learning Team to resolve a disagreement among members. This paper will identify all provisions and information necessary to enable the ADR to occur and function effectively. The dispute that the ADR clause that might be used by a Learning Team will be when a member fails to submit their portion of the Learning Team assignment on time and therefore another member must write the portion assigned. I, Learning Team member, will settle all disputes or controversies arising from not submitting my portion on the time and date previously decided by the Learning Team to the Learning Team folder exclusively by mediation and a neutral third party mediator. The mediator will be chosen by the professor of the course that the Learning Team is associated. The mediation will be held within three days of said dispute or controversy and remedy will be completed within 5 days of said dispute. I will make myself available to the mediation and cooperate in any fashion with mediator. If a fair and equitable agreement for all cannot be reached than I will not be given rights within the Learning Team and the University will be notified that I have forfeited rights to the Learning Team. If and when settlement has been reached no party within Learning Team will mention said disruption within Learning Team folder. The above clause will allow the Learning Team to have a clear understanding that it is very important to make sure that their assigned portion is submitted on time. If the assigned portion is not submitted on time than they may have to submit to a mediation to work out the differences within the Learning Team and how they will make up to the Learning Team.

Essay About Family: Made in U.S.A. :: Personal Narrative essay about my family

Made in U.S.A. My military childhood has somewhat distorted my view of home; my father was in the United States Marine Corps for 30 years. Traditionally, this length of time requires some moving about the country–as was the case with my family. Perhaps some may consider the place that they have lived all or most of their life, as home, or where their parents or grandparents reside. I have yet to define my home. I realize that home is where your heart is, so for me home is wherever a portion of my family dwells simultaneously. To an extent, I accept Starke, Florida because that is where my parents and sister live. However, it just doesn’t seem correct to include Starke without including Daytona or Atlanta without Milwaukee or Albany without San Diego. Now don’t get me wrong; I would not trade the Marine brat lifestyle for anything in the world because I can’t be in any location for too long and I love meeting new people. Since I have been at The Florida State University, I have come across a lot of the people that I went to school with in the past. Most of these students have come from Atlanta and Daytona. If you were to talk to either of these individuals, they will tell you that I am from whatever city we met in. For example, my friend Letitia went to middle school with me in Daytona. I saw her boyfriend at a party one night and he was like â€Å"Hey! You are Tia’s friend Tasha from Daytona right?† Of course, I had to agree with him, although, he was not entirely incorrect. So, what would be your answer to this question if you were in my situation: Where are you from? Well, I have had several suggestions in this regard, too. At the beginning of each semester, organizations tend to weasel their way back to those lame icebreakers, some of which require you to state your hometown along with your year, major, etc.

Mind soul Essay

1. How are Plato’s and Descartes’ views of the soul/self similar? Both Plato and Descartes believe that the soul/self is best (or only) to think and learn separate from the body and its faculties. According to Plato, â€Å"the soul reasons best without bodily senses. † Plato claims that sight, hearing, pain, and pleasure are a distraction to the soul in its search for reality, and that true knowledge can only be achieved with pure thought alone. â€Å"The body confuses the soul and prevents it from acquiring truth and wisdom whenever it is associated with it. † Descartes very similarly believes that the body and its faculties, namely imagination and again the senses, are â€Å"distinguished from the self as modes from a thing. † According to Descartes, the essence of the self consists entirely on being a thinking thing. The body can perceive pain and pleasure, but nothing beyond that, it is up to the intellect to â€Å"conduct its own inquiry into things external to us. † Thus, much like Plato, Descartes claims that it is this thinking essence, and not the body, and though alone, and not perception, that is the key to true knowledge. 2. How are Hume’s and Nietzsche’s views of the self similar, and how are they different? Both Hume and Nietzsche believe that the self is a summation of one’s actions and perceptions. According to Hume, the self is â€Å"a collection of perceptions in perpetual flux and movement. † There is no simplicity or identity in the self, but only an infinite system of perceptions in an infinite â€Å"variety of postures and situations. † These perceptions are then linked by the relations of cause and effect, which mutually influence, modify, alter, create, and destroy each other. Nietzsche similarly believes that the self is merely a relation of human desires to each other. According to Nietzsche, desires and pleasures or human drives are the â€Å"commander. † This human drive controls everything else, and the strongest drive is a tyrant, even â€Å"reason and conscience bow down. † Both philosophers ultimately agree that there is no pure forms or simplicity of the self, but that it is rather driven by actions and perceptions, as well as desires and pleasures. Hume’s main idea of the self is that there is no self that is stable over time, rather the self is merely a series of transient feelings, sensations, and impressions of oneself at any given moment. That is, there is no unified self that ties all perceptions together. Nietzsche’s main idea of the self is different as it reaches a little into the very motivation for the self and life. Nietzsche argues that the self is composed of drives, but unlike Hume, goes further to say that these drives almost vie with each other to be â€Å"the ultimate purpose of existence and the master of all other drives. † Nietzsche calls this the will to power and illustrates the point accordingly: â€Å"ever living body within which individuals treat each other as equals does to another body what the individuals within refrain from doing to each other. † The will to power is to grow, spread, seize, and become predominant; it not only drives the self but also the reality of the universe. 3. How is Plato’s view of the world’s creation similar to the ordinary religious view, and how is it different? Similar to the â€Å"ordinary religious view† of the creation of the world, Plato believes that the universe was created by a maker or a god, who not only made the world to be as excellent and supreme as nature would allow it, but who also endowed it with soul and intelligence. Plato’s views also coincide with the â€Å"ordinary religious view† when he claims that the universe is physical and changing, that god is good and fair, and that there is order rather than disorder. Plato however differs from the â€Å"ordinary religious view† of the creation of the world when he claims that there is a second type of universe other than the physical: eternal universe, that never changes. According to Plato, god uses this eternal model of the universe and the forms (of beauty, good, etc. ) as a template to create the existing world. â€Å"The universe resembles an ideal living thing of which all other ideal living things are a part of†¦ the ideal living thing comprehends in itself all other intelligible ideal living things. †

Current Policies For Emr Practitioners Figure 1 Showing...

ELETRONIC MEDICAL RECORDS INTERGRITY NKWOCHA CHARLES O. December 2015 Table of contents Summary Introduction EMR (problems) Risks in EMR Current policies for EMR practitioners Figure 1: showing Adoption of EMR Figure 2: adoption of EMR by parties Conclusions and recommendations References Summary EMR systems would change the way care is delivered with designed technology and proper use of its software.†¦show more content†¦The quality depends on integrity, accuracy of health information, adoption of health information technology, and electronic medical records that would be vital in transforming the U.S health care system to one that is efficient and safer. Adoption of EMR has failed to achieve the benefit for which it was designed for, despite the promises of it improving quality of care and patient security. EMR errors results in data been lost or entered incorrectly, much efforts needs to be done to measure the occurrence of this errors determine the causes and get solutions. EMR impacting information integrity adversely (Problems) Rather than making improvement in quality of data it has led to recording of bad data, while the primary goal is reduction of medical errors instead more errors have emerged that can comprise the quality of care and patient safety, for example a baby died from massive drug overdose because of transcription error when a handwritten order was entered in the system and this would have been avoided if automated alerts where turned on. Since there is no monitoring of EMR system. These systems may have developed Program errors or bugs, the way clinicians do their daily work. The complexity of tasks clinicians can perform using EMR with the pressure to quickly adopt the use of these systems because of the incentives created by HITECH. It is difficult for users to anticipate future challenges in using EMR and also when a lot of money have