discuss whether an advanced criminal justice system should continue to allow eyewitness testimony or confession evidence as the sole evidence to convict.

In the context of contemporary crime science, including developments in forensic science and passive data, discuss whether an advanced criminal justice system should continue to allow eyewitness testimony or confession evidence as the sole evidence to convict.
This assessments must be referenced in APA 7th edition format.
(PS, Last time I did this lecturer work, he marked me heavily on the fact that I haven’t read his topics etc and that I need to show that I have read the topics within my essay – I have added the topic of witness, if you can some how link it to show I have understood, that would be fanatic
Introduction
In this topic we will look at witnesses and examine what a witness is, the rules around the giving of witness statements and the role of ‘expert witnesses’.
We will then look briefly at the training interviewing officers receive.
What is a ‘witness’?
The importance of witnesses was mentioned in the ‘History of Investigations’ topic where Peter Greenwood’s RAND study (1979) found that in America the most significant determinant of whether a crime would be solved was the quantity and quality of information provided by public.
The Oxford English Dictionary defines a ‘witness’ as; ‘a person who sees an event, typically a crime or accident, take place’
However, within the context of a criminal investigation, a witness is broader in definition than this.
It also includes a person who claims to have, or is thought to have, testimony to give which is relevant to a crime or suspected crime. In law a witness is someone who, either voluntarily or under compulsion, provides evidence, either oral or written, of what he or she knows or claims to know about the crime.
Think of examples where a person comes forward claiming to have witnessed an event
A person does not necessarily have to actually see or hear a crime to be a witness. Most witnesses in a crime investigation may be witnesses before or after the fact. For example, a person who is asked to identify some stolen property or to prove the continuity of a piece of evidence
Example – A person who transports a piece of forensic evidence to a forensic scientist for examination may be a witness as to the continuity of that piece of evidence.
A hearsay witness is one who testifies what someone else said or wrote. In the main, hearsay evidence is not permitted in England and Wales, however there are exceptions, such as when the original witness is:
• Dead
• Unfit to be a witness because of bodily or mental condition
• Outside the United Kingdom and it is not reasonably practicable to secure their attendance
• Cannot be found, and reasonably practicable steps to find them have been taken
• Afraid to testify or continue to testify
There are other reasons that hearsay evidence may be accepted by the court such as when this is in the public interest and when there is evidence of other ‘similar facts’ to that which the person is charged. An example of similar fact evidence is the 1915 ‘Brides in the Bath’ case when three women had died mysteriously in their baths; in each case, the death appeared to be an accident. George Joseph Smith was the suspect in all three murders and was brought to trial for the murder of one of them, Bessie Mundy and later hanged on conviction. The death of the other two woman was accepted as evidence that Smith used the same system to kill his victims. This was the first time that the death of two other women in similar circumstances was used as ‘similar fact’ evidence.
Visit the CPS website and consider other cases where the court may accept hearsay evidence.
It is important to point out that a witness is different to an informant. An informant is a person who passes on information with the expectation of anonymity.
A witness can be compelled to attend court and give evidence. If they refuse to attend, the court can issue a summons and if they still refuse, the court can issue a warrant for arrest. Failure to attend court could be a ‘contempt of court’.
In the event that a witness feels too frightened or distressed to give evidence, special measures may be used. An order called a special measures direction may be made by the court following an application by either party to the proceedings or by the judge’s. In order for a special measure direction to be made, the court must be satisfied that the quality of the witness’ evidence may be lessened by their fear and distress (Youth Justice and Criminal Evidence Act 1999 s.17 (1)). There are a number of factors that a court must take into account when deciding whether to make a special measures direction relating to fear, these are: the witness’s age; type of offence the accused is being tried for and the alleged circumstances surrounding the offence; the ethnicity of the witness and their social and cultural background; the witness’ religious and political beliefs and opinions and; the accused’s behaviour towards the witness as well as that of his family or anyone he associates with. (NOTE: Special Measures are covered in more depth in the Level 6 Unit Critical Issues in Public Protection Policing)
A witness usually provides a written statement. However, it is possible to summons a person to give evidence to a court if it can be shown that that person has evidence to give (for instance they have told a police officer what they saw but refuse to make a statement).
A witness statement in criminal case is made in accordance with Section 9 of the Reference to Section 9 of the Criminal Justice Act 1967.
The declaration on the statement states:
This statement consisting of xx pages each signed by me is true to the best of my knowledge and belief and I make it knowing that if it is tendered in evidence I shall /be liable for prosecution if I have stated in it anything which I know to be false or do not believe to be true.
By signing this declaration, if the court agrees, the statement can be tendered in evidence without the witness actually attending.
Visit the CPS website Section 10 of the Criminal Justice Act 1967 is little used but is an alternative way of admitting evidence without attendance at court. This is a formal statement agreeing facts which both the prosecution agree and is tendered to the court instead of having to call witnesses or prove issues which are not in dispute.

3 types of witness
There are broadly 3 types of witness:
1. Witness as to the fact
2. Professional Witnesses
3. Expert witnesses
1. Witness to the fact
Most witnesses fall into this category. They are persons who actually saw, heard or have pertinent factual information which will assist either the defence or prosecution in a case.
If a person has actually seen (i.e. an eye witness) a crime or a significant event occur there are rules as to what should be in the witness statement so that the court can make a judgement about how reliable the testimony is likely to be. These rules were decided in a case called R v Turnbull (1976 and investigators use the ADVOKATE pneumonic (below) to help make sure they cover the necessary detail in the witness statement.
A amount of time under observation.
D distance from suspect.
V visibility. (Night, day, lighting?)
O obstructions to the view of the witness.
K known or seen before (when and where).
A any special reason for remembering the suspect?
T Time lapse, how long has elapsed since witness saw suspect?
E error or material discrepancy between the description given in the first and any subsequent accounts by the witness.
Consider why it was decided that the ADVOCATE pneumonic was necessary in a witness statement.
If a person actually sees or hears a crime in progress, or they are the actual victim, they may be deemed to be a ‘significant witness’. It is common practice to conduct the interview of a significant witness on tape or video recording. This is partly so that the court can, if necessary, be satisfied that the taking of the statement was not influenced in any way by the statement taker. Any criminal investigator should be trained to take witness statements carefully, using only the information which the witness actually knows, but sometimes, even by accident, the statement taker may misconstrue something or even inadvertently suggest a piece of information which the witness then agrees with.
2. Professional Witness
A professional witness is simply a witness of fact who is such a witness in the course of his or her profession or business. An example would be a police officer or a social worker. They are not necessarily ‘experts’ in the sense that they are not permitted to give evidence of their opinion. However there is one exception to this in respect of police officers who are permitted to give their opinion as to whether someone is under the influence of alcohol.
3. Expert Witness
Experts are very important to the Criminal Justice System. This is because there is not always unequivocal forensic proof or eye witness testimony and often information has got to be collated and interpreted by a person with sufficient understanding, knowledge and training to satisfy a court of law that an opinion is a valid one.
The Expert Witness Institute defines an expert witness as:
‘An expert can be anyone with knowledge of or experience in a particular field or discipline beyond that to be expected of a layman. An expert witness is an expert who makes this knowledge and experience available to a court (or other judicial or quasi-judicial bodies, e.g. tribunals, arbitrations, official enquiries, etc.) to help it understand the issues in a case and thereby reach a sound and just decision’
Visit the website of the Expert Witness Institute. Why do you think there is such an organisation?
There is also an organisation called the Institute of Expert Witnesses and the Academy of Expert Witnesses
The question as to whether a witness is actually an ‘expert’ in their field is one for the Judge who will consider the persons qualifications and experience. The difference between an expert witness and a witness to fact is that an expert is permitted to give relevant opinion. Opinion is an exception to the hearsay rules.
Because this evidence is only opinion, in the English courts there are clear rules around what the expert must and must not do to satisfy the court. The CPS have issued guidance on expert witnesses, and useful information here.
For more English court guidance, see also the Criminal Procedure Rules (Part 19) which deals with Expert Witnesses
Read the CPS Guidance document. Why do you think that there are strict rules concerning the giving of expert evidence?
In England and Wales, under the Criminal Procedure Rules , an expert witness is required to be independent and address his or her expert report to the court. They are not expected to have any loyalty to one side or the other.
For an international dimension, you may wish to research the United States ‘Daubert’ standard which deals with the admissibility of scientific evidence in court.
Miscarriages of Justice caused by witnesses
Miscarriages of justice are often blamed on police wrongdoing but in actual fact the police and CPS are sometimes themselves unwitting victims when witnesses fail to properly discharge their duties to the court.
The earliest known use of an expert witness in English law came in 1782, when a court that was hearing litigation relating to the silting-up of Wells Harbour in Norfolk. In that case the court accepted evidence from a leading civil engineer, John Smeaton and the decision by the court to accept Smeaton’s evidence is widely cited as the root of modern rules on expert evidence.

From what I have read and from my observations of my chosen agency, what have I learned about working with young people that might relate directly or indirectly to youth crime and/or youth crime prevention?

Topic: Select an agency in Australia that works with young people. The agency should NOT deal specifically with crime or legal matters.
Rather the agency should be one that works more broadly with young people across areas such as welfare, leisure, education, accommodation/shelter, and substance abuse (but, of course, not necessarily all of them). The agency might be quite small – focusing on one area of youth welfare. It might operate from a particular location (premises) or it might concentrate on out-reach street work, or both.
Before you begin your investigation, you should be clear in your mind whether the work of this agency might be applied in some way(s) to youth crime prevention. Based on observations, interviews, documents and experiences, build your essay around the following items:
Briefly describe the work of the agency or organisation and describe the ‘philosophy’ upon which the agency bases its practices. That is, how do the workers in the agency see their role in contributing to the welfare of young people?
Describe how the work of the agency is related to youth crime prevention OR how you think its work might be applied to this area.
Broadly, analyse what you think are the strengths and limitations of what this agency does with young people. Give reasons for your conclusions.
Remember – this is a 2000 word assignment, so be concise and to-the-point in what you say.
Note also that your case study should be informed by wider reading. There should be at least EIGHT items of reading in addition to any set by the lecturer that you use. You might also wish to refer to documents produced by the agency. All of this material, including any references to set readings, should be listed in your reference list.
Some hints for Assignment 2: Case Study
You should aim to devote roughly equal portions of your essay to each of the parts outlined above (and try to link the parts, rather than having abrupt breaks between each of the sections).
Essentially, in this assignment you are trying to answer the question: From what I have read and from my observations of my chosen agency, what have I learned about working with young people that might relate directly or indirectly to youth crime and/or youth crime prevention?
Be concise and selective in what you look at. It is pointless including pages and pages of description in your essay which simply list all the things (programs, activities) the agency or organisation undertakes with young people. Excessive, straightforward description will not earn good marks. We are looking for evidence of your interpretive and analytical abilities.
The latter parts of your essay especially are really demonstrating your interpretive and analytical abilities – so ask yourself: “Does the agency I have chosen to focus upon, and the way that I have approached the discussion, really allow me to demonstrate my intellectual initiative?”
You are certainly not expected to carry out a major analysis of your agency to the depth or sophistication that you would if you were doing, say, a course on evaluation theory and practice. What you are really trying to work out in your own mind and convey to the reader is what you have learned about agencies that work with young people – especially with young people who are said to be vulnerable, or at-risk, or troublesome.
Remember, if you are interviewing people from agencies for your assignment or need to get access to materials etc, you are probably dealing with busy people. Hence start early, do not leave your investigations until the week before the assignment is due, or you will have to rely on surveys and reports.
Your essay should adhere to normal academic conventions (suitable and consistent referencing – preferably APA style, clear and correct written expression and so forth).

Compare location. This means comparing the medians to analyze centrality. Are the medians the same? Is one higher than the other? Lower than the other?

Analyse the drivers and inhibitors of the development of relevant industry, considering political, economic,societal, technological, legal and environmental (PESTLE) developments. Critically evaluate this theory and the organisations practices in relation to the external forces your analysis identifies.

Assessment Criteria
Learning Outcomes: Knowledge and Understanding tested in this assignment:
1. Critique a range of strategic issues from different perspectives
2. Examine frameworks, models and concepts for the analysis of organisational resources and capabilities,
strategic choice and implementation
3. Examine their own role in developing and implementing strategy
Learning Outcomes: Skills and Attributes tested in this assignment:
1. Critically evaluate a range of strategic issues from different perspectives
2. Critically apply frameworks, models and concepts of strategic analysis for the investigation of
organisational resources, capabilities, strategic choice and implementation
3. Reflect on their own thinking, experience and learning
Feedback / Marking criteria for this Assignment
Performance will be assessed using HBS Grading Criteria and Mark scheme.
Guidance for improvement will be given in writing on the Assessment Feedback Form or on the StudyNet
Feedback Form within 4 weeks of submission.
Plagiarism offences will receive standard penalties.
For each day or part day up to five days after the published deadline, coursework relating to modules
submitted late will have the numeric grade reduced by 10 grade points until or unless the numeric grade
reaches 50%. If a submission is more than 5 days after the published deadline, a grade of zero will be
awarded.
as
Detailed Brief for Individual Assessment
Students are asked to select their case study from a choice based on de Wit (2017) and associated with certain
strategy paradoxes and dilemmas referred to during the second teaching weekend module delivery and online
contact time. It is anticipated that students will select paradoxes and dilemmas related to that which they debated
in class or online (or which resonates with their own professional/personal experience). Specifically, Section V (de
Wit, 2017, p653).
Choose ONE Case Study
1. Amazon.com: Business Model and its Evolution – Business Level Strategy – *Markets vs Resources (de
Wit, 2017, p690)
2. Corporate Restructuring at Google – Corporate Level Strategy – *Responsiveness vs Synergy (de Wit,
2017, p708)
3. Time for Change at The Change Foundation – Strategy Formation – *Deliberateness vs Emergence (de
Wit, 2017, p731)
4. Renault-Nissan Alliance: Will further Integration create more synergy – Network Level Strategy –
*Competition vs Cooperation (de Wit, 2017, p720)
5. Tesla Motors’ business model configuration – The Industry Context – *Compliance vs Choice (de Wit,
2017, p759)
6. Your own organisation (in the context of one or more of the dilemmas* referred to above)
Answer at ONE question from each Section.
SECTION A (Answer ONE question) (25%)
1. Analyse the external forces in the relevant industry from the perspective of the case you have select. Use
Porter’s 5-forces to help structure this. Critically evaluate this theory and the organisation’s practices in
relation to the external forces that your analysis identifies.
2. Analyse the drivers and inhibitors of the development of relevant industry, considering political, economic,
societal, technological, legal and environmental (PESTLE) developments. Critically evaluate this theory
and the organisations practices in relation to the external forces your analysis identifies.
SECTION B (Answer ONE question) (25%)
3. How did the organisation seek to satisfy the competing demands of the strategic tension primarily at play?
Drawing on evidence from the case explain the paradox, tension or dilemma which the case best
exemplifies. Critically evaluate how those involved in the case have managed these strategic tensions and
appraise, with justification, what risks the organisation may face in the future.
SECTION C (Answer ONE question) (50%)
4. According to de Wit, “Some people argue or assume that the strategy context has a dynamic all of its
own… … [and] context sets strict confines on freedom to maneuvre” (de Wit, 2017, p7). On the other
hand, “Others believe that strategists should not be driven by their context… … [and] should shape their
own circumstances” (ibid).
From your experience in the simulation game—and using an appropriate reflective framework—critically
reflect on your use of the strategy approaches, models and practices in the game. How did these impact
your decisions and results? Are there any lessons learnt and how these may impact your practice in the
future? That is, how has your experience in the game affected your strategic practice and thinking?
Further Guidance for Coursework Assignments
When writing your case analysis, avoid using jargon, acronyms, and abbreviations and watch your spelling and
grammar. Aim for short sentences and paragraphs and simple words and phrases. Avoid lists and bullet points
and instead use sub-headings and continuous prose. Use examples from the case to add specificity, to illustrate
or ‘evidence’ your point and support your argument. Similarly, ensure that you explicitly link theory and
perspectives to the case to support and justify your own perspective on the issues.
These case study assessment exercises simulate to some extent the way we receive information on a daily-basis,
too much of it is deemed apparently irrelevant unless linked with other events and ideas. We classify and
reclassify such information constantly to deal with differing situations or to adapt to new interpretations. The
assessment exercises therefore require you to interpret and re-interpret data as you look at it from one viewpoint,
or perspective, and then another. This ability is one of the things you should seek to demonstrate, relating events
to module perspectives you have used and deploying explanations that seem most useful, or reasonable, to you.
You also need to argue in support of your own judgement. This requires that you select the most convincing
explanations of events on the basis of your analysis and build up an argument in defence of the best
interpretation in your view of business and management situations. You may use headings, diagrams, and/or brief
tables to illustrate points and as evidence to back up your argument (note table contents do not contribute to word
count). These should be relevant, succinct and their significance to your argument should be clear. Assume
assessors know the basic theoretical models and frameworks. Do not use up your word count describing them, it
is sufficient to mention them and give a reference. Your use of evidence from the case study should show that
you know how to apply theory and thus demonstrates your understanding of it.
Student Support and Guidance
• For further help, contact your module leader in their drop-in hours or by email.
• Use the Grading Criteria in your Programme Handbook and mark scheme to help improve your work.
• Go to CASE workshops, use the CASE website and drop-in hours
www.studynet.herts.ac.uk/go/CASE/
• Academic English for Business support is available through daily drop-ins from the CASE office. See
the CASE workshop timetable on the CASE main website page for details.
• Make full use of Library search to identify relevant academic material and the ‘Subject Toolkit for
Business’ which contains links to other Information Databases and the Information Management
contact details.
(http://www.studynet1.herts.ac.uk/ptl/common/LIS.nsf/lis/4DAF5390094771C2802575ED004212BF)
• Some tutors allow students to test their work using Turnitin. Guidance on submission to Turnitin via
StudyNet can be found by using the following link.
http://www.studynet1.herts.ac.uk/ptl/common/asu.nsf/resource+library/TURNITIN+FOR+STUDENTS
+2016+USER+GUIDE.pdf/$FILE/TURNITIN+FOR+STUDENTS+2016+USER+GUIDE.pdf

Literature Review (Service Automation in Hospitality)

Give an example of a problem that an individual may face and using your sociological imagination, explain how broader social factors in society may be impacting that person’s life. For example, a person who is struggling to get a job may be impacted by an array of social factors, such as inadequate education, discriminatory practices, and a lack of transportation. Be creative!

Explain how ethical considerations may impact your treatment plan and communication with patients.

Common symptoms of anxiety disorders include chest pains, shortness of breath, and other physical symptoms that may be mistaken for a heart attack or other physical ailment. These manifestations often prompt patients to seek care from their primary care providers or emergency departments. Once it is determined that there is no organic basis for these symptoms, patients are typically referred to a psychiatric mental health practitioner for anxiolytic therapy. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat patients presenting with anxiety disorders.
To prepare for this Assignment:
• Review this week’s Learning Resources, including the Medication Resources indicated for this week.
• Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients requiring anxiolytic therapy.
The Assignment: 5 pages
Examine Case Study: A Middle-Aged Caucasian Man With Anxiety. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.
At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.
Introduction to the case (1 page)
• Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.
Decision #1 (1 page)
• Which decision did you select?
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #2 (1 page)
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #3 (1 page)
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Conclusion (1 page)
• Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.
Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature.

Required Media (click to expand/reduce)
Link:

Case Study: A Middle-aged Caucasian Man with Anxiety

Note: This case study will serve as the foundation for this week’s Assignment.
This is the interactive piece, you have to click on the link and follow the instructions, the link has the case study there, Thanks.
Psychopharmacologic Approaches to Treatment of Psychopathology (laureate-media.com)

Explain what, if any, physical exams, and diagnostic tests would be appropriate for the patient and how the results would be used.

Discussion: Treatment for a Patient With a Common Condition

Insomnia is one of the most common medical conditions you will encounter as a PNP. Insomnia is a common symptom of many mental illnesses, including anxiety, depression, schizophrenia, and ADHD (Abbott, 2016). Various studies have demonstrated the bidirectional relationship between insomnia and mental illness. In fact, about 50% of adults with insomnia have a mental health problem, while up to 90% of adults with depression experience sleep problems (Abbott, 2016). Due to the interconnected psychopathology, it is important that you, as the PNP, understand the importance of the effects some psychopharmacologic treatments may have on a patient’s mental health illness and their sleep patterns. Therefore, it is important that you understand and reflect on the evidence-based research in developing treatment plans to recommend proper sleep practices to your patients as well as recommend appropriate psychopharmacologic treatments for optimal health and well-being.
Reference: Abbott, J. (2016). What’s the link between insomnia and mental illness? Health. https://www.sciencealert.com/what-exactly-is-the-link-between-insomnia-and-mental-illness#:~:text=Sleep%20problems%20such%20as%20insomnia%20are%20a%20common,bipolar%20disorder%2C%20and%20attention%20deficit%20hyperactivity%20disorder%20%28ADHD%29
For this Discussion, review the case Learning Resources and the case study excerpt presented. Reflect on the case study excerpt and consider the therapy approaches you might take to assess, diagnose, and treat the patient’s health needs.

Case: An elderly widow who just lost her spouse.
Subjective: A patient presents to your primary care office today with chief complaint of insomnia. Patient is 75 YO with PMH of DM, HTN, and MDD. Her husband of 41 years passed away 10 months ago. Since then, she states her depression has gotten worse as well as her sleep habits. The patient has no previous history of depression prior to her husband’s death. She is awake, alert, and oriented x3. Patient normally sees PCP once or twice a year. Patient denies any suicidal ideations. Patient arrived at the office today by private vehicle. Patient currently takes the following medications:
• Metformin 500mg BID
• Januvia 100mg daily
• Losartan 100mg daily
• HCTZ 25mg daily
• Sertraline 100mg daily
Current weight: 88 kg
Current height: 64 inches
Temp: 98.6 degrees F
BP: 132/86

By Day 3 of Week 7
Post a response to each of the following:
• List three questions you might ask the patient if she were in your office. Provide a rationale for why you might ask these questions.
• Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.
• Explain what, if any, physical exams, and diagnostic tests would be appropriate for the patient and how the results would be used.
• List a differential diagnosis for the patient. Identify the one that you think is most likely and explain why.
• List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.
• For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on ethical prescribing or decision-making. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals based on ethical prescribing guidelines or decision-making?
• Include any “check points” (i.e., follow-up data at Week 4, 8, 12, etc.), and indicate any therapeutic changes that you might make based on possible outcomes that may happen given your treatment options chosen.

Identify a quality, change, or safety theory you will use to support the implementation of your quality and/or safety program. Provide evidence that supports the use of this theory within the program you designed.

Quality and Sustainability Paper Part Three – Implementation and Evaluation

The Quality and Sustainability Paper is a practice immersion assignment designed to be completed in three sections. This is part three of the assignment. Learners are required to provide a theoretical framework that supports the design and implementation of their evidence-based quality and/or safety program and discuss expected outcomes.
General Guidelines:
Use the following information to ensure successful completion of the assignment:
• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
• Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
• This assignment requires that you support your position by referencing at least six to eight scholarly resources. At least three of your supporting references must be from scholarly sources other than the assigned readings.

Directions:
Write a paper (2,000-2,500 words) that provides the following:
1. Identify a quality, change, or safety theory you will use to support the implementation of your quality and/or safety program. Provide evidence that supports the use of this theory within the program you designed.
2. Provide the design of your evidenced-based quality and/or safety program that can be implemented to improve quality or safety outcomes in your identified entity.
3. Discuss expected outcomes of your implementation and how to ensure their sustainability.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course.

Advise Kelly whether she can challenge Sparkles Ltd about either of these issues relying on EU Law on sex discrimination.

Analytical model for answering problem questions on this topic.
Workshop 2 includes a problem question covering direct effect, indirect effect and state liability. There now follows a model giving guidance on how to approach a problem in this area. Lawyers in practice would adopt a similar model in advising clients on how to pursue their rights under EU Law.
Model
1. Identify the issue: eg does question relate to non-implementation or faulty
implementation of a directive by a Member State?
2. State each basic principle in turn, explain what it means, then apply it to the
facts and reach a reasoned conclusion.
(a) Direct effect:
• Define the principle.
• Set out the criteria for the direct effect of directives, see Van Gend and Ratti.
• Apply to the facts: does the directive in question have direct effect?
• Explain that directives have vertical direct effect only.
• Explain the criteria for assessing whether a body is an emanation of the
state.
• Apply to the facts: is the potential defendant an emanation of the state?
• Be sure to reach a conclusion; i.e. state whether you think the directive has
direct effect and whether the defendant is an emanation of the state.
(b) Indirect effect
• Define the principle.
• Explain whether the question involves implementing or non-implementing
legislation, and whether this distinction is any longer of much significance.
• Apply to the facts: is it possible to interpret the national legislation referred
to in the question as consistent with the relevant directive?
• Again, be sure to reach a conclusion; i.e. state whether you think the
claimant can rely on indirect effect.
(c) State liability
• Define the principle.
• Set out the Francovich criteria.
• Decide if the reformulated criteria in Factortame (No.4), Brasserie du
Pêcheur apply.
• Discuss whether claimant needs to prove a sufficiently serious breach.
• If so, discuss whether there is a sufficiently serious breach based on case
law.
• Again, be sure to reach a conclusion; i.e. state whether you think the
claimant can rely on state liability
1550 words
WORKSHOP 3
As instructed by your tutor at the end of Workshop 2, prepare arguments in your
teams either for the following statement:
‘…the [European] Court of Justice has played a significant role in shaping and
extending the scope of sex equality legislation….’
Damian Chalmers and others, European Union Law (3rd edn, Cambridge University
Press 2014) 583
critically evaluating the claim that the ECJ has shaped and extended the scope of EU sex equality legislation. AGREE AND EVALUATE
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Problem question for Lecture 5
Kelly works part-time as a cleaner for Sparkles Ltd, which provides cleaning teams for homes and business across a wide area. Kelly works for 2.5 days per week on a jobshare basis. She comes to see you about the following problems she has encountered at work:
(i) She has recently discovered that the male cleaners at her company are not
expected to clean toilets. The women in each cleaning team are instructed to
do this. The company’s only explanation is to say that women are more
accustomed to such work from their own domestic duties.
(ii) She has also discovered that her job-share partner Toby gets five more days’
holiday a year than herself. When she asks why, she is told that the reason is
that Toby is a single parent and men in that position need extra time to cover
the school holidays.
(a) Advise Kelly whether she can challenge Sparkles Ltd about either of these
issues relying on EU Law on sex discrimination.
Kelly’s colleague Angela also consults you. She is a secretary in the offices of Sparkles
Ltd. She is graded ‘Grade 3 – Administrative’ on the company’s salary scale, as is her colleague Oscar, an accounts clerk. Oscar and Angela share an office, and have recently discovered that Oscar receives an interest-free loan to pay for his train and bus season ticket. Angela’s manager claims that the reason is that the company perceives accounts clerks to be of a higher professional status than secretaries. Most of the accounts clerks at the company are men and all of the secretaries are women, although men are eligible for employment as secretaries.
(b) Advise Angela whether she can claim the same salary and season ticket
loan as Oscar relying on EU Law on sex discrimination.