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  • Read the case study entitled, “Oracle vs. Google: The Fight Over Java”

    The post Read the case study entitled, “Oracle vs. Google: The Fight Over Java” is a property of College Pal
    College Pal writes Plagiarism Free Papers. Visit us at College Pal – Connecting to a pal for your paper

    Read the case study entitled, “Oracle vs. Google: The Fight Over Java” (pgs. 154-159 in the textbook) and write a 500-word paper that addresses the following questions:

    1. Outline as clearly as possible the main facts of this case and explain the moral issues at stake.

    2. Assume that you are an attorney representing Google or Oracle. Defend the position of your chosen company.

    3. In your paper, explain the reasoning why the Federal Appeals Court believed that the structure, organization, and sequence of APIs were in fact copyrightable. How does this contrast to the First and Sixth federal circuit court’s interpretation that copyright law excludes protection for all methods of operations?

    You will be graded on the completeness of your answers along with your knowledge and application of principles and concepts covered in the lesson.

    Be sure to cite any sources using APA styling.

    Readers’ Rights, Remixing, and Mashups

    A number of prominent legal scholars have recently expressed support for a copyright system in the United States that gives rights not just to authors and creators of content but also to those who read, view, and listen to that content. These limited user rights would go well beyond fair use and typically encompass broad access and distribution rights, including the right to share digital content with others. The idea of a “law of user’s rights” is not new, although there has always been a measure of resistance. Yet this idea has gained considerable traction among intellectual property scholars, especially within the last decade. They see copyright as far too heavily tilted toward enriching owners of content; hence the law must be reconfigured to offer more concrete benefits and opportunities to the consumers of content. Jessica Litman, for example, ardently insists that we must take readers’ interests more seriously and “reclaim copyright for readers.” What specific rights should readers have? While some argue for a modest set of user rights, others propose a thick set of rights including the right to share works with others along with the right to recode or transform a work to give it a different meaning, even if the new product is highly derivative of the original work.

    Among the readers’ rights proposed is the prerogative to engage in remixing or creating mashups without getting permission from the original copyright holders. Specifically, users would be allowed to remix digital content by recombining pieces from different preexisting cultural works, such as music, photos, books, and movies, even if those objects have a copyright. Under this system, filmmakers would be allowed to construct new movies out of substantial clips compiled from digital movies located on computer systems around the world. Such a creative mashup, of course, is currently illegal, unless it falls within the restrictive parameters of fair use. But Larry Lessig and others maintain that the law must be changed, so that ordinary people become “producers” of culture, not just “consumers” of culture. In this way we can return to an “amateur” creative culture that supports the participation of the multitude instead of just an elite few.

    Where might the public stand on this issue? Litman claims that we are on “the verge of reaching a social consensus that mashing up is an important copyright liberty,” that even copyright owners should not want to prevent. She goes on to stipulate that the law should allow for the creation and sharing of mashups as long as this is done noncommercially.

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    C o p y r i g h t 2 0 2 0 . J o n e s & B a r t l e t t L e a r n i n g .

    A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w .

    EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 9/13/2024 9:22 PM via RIO SALADO COMMUNITY COLLEGE AN: 2332284 ; Richard A. Spinello.; Cyberethics: Morality and Law in Cyberspace Account: riocomm.main.ehost

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    Without a change in the law and some recognition of users’ remixing rights, creative remixers like DJ Danger Mouse will continue to be thwarted by the structure of the current copyright system. This particular remixer is known for the Grey Album, a coalescing of the Beatle’s White Album and Jay-Z’s The Black Album. Copyright owners, however, fought vigorously to prevent online distribution of the Grey Album. Many cite this as an example of an oppressive copyright system interfering with the potential of a robust, creative remix culture. Some mashup artists, like the creator of “Girl Talk,” Gregg Gillis (he recombines music snippets from Bruce Springsteen, Jay-Z, and Miley Cyrus), take small samples that appear to be covered by fair use provisions of the copyright law. However, it’s not completely clear that Girl Talk is on the right side of the law, and a case can certainly be made that Gillis’s work is inhibited by the long shadows of copyright law. Changes in that law rebalancing the equation between the rights of creators and consumers will promote greater cultural participation and thereby serve a definite social purpose.

    Some legal scholars, such as Robert Merges, do not believe that the impetus to promote this remix culture should lead to structural changes in copyright law. They argue that it would be unfair to the original creators of mass market content for remixers to “redistribute” their works and thereby interfere with their ability to appropriate the value of their creations. We cannot neglect the efforts of musicians, songwriters, novelists, and filmmakers who make this content. They have a right to control distribution, and, within limits, a right to control the fundamental meaning of those works. According to Merges, “The story of the original content creator should affect how we think about remixing.” The solution is to structure the law so that both content creators and users are treated fairly and justly, but this does not mean diluting the rights original content creators deserve over their creative works.

    Questions Should copyright laws be altered to facilitate remixing and mashups (e.g., by broadening the terms of fair use, which currently permit the use of very small samples of music or movies)? Should remixers be allowed to profit from their efforts?

    Case Studies

    A Parody of PETA

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    People for the Ethical Treatment of Animals (PETA) is a nonprofit organization dedicated to the promotion of animal rights. The group is opposed to eating meat, wearing fur and leather, and conducting research experiments on animals. In this case, the domain name

    was registered by Mr. Doughney to parody PETA and its views on animals.www.peta.org The webpage was entitled “People Eating Tasty Animals,” and it included links to sites where leather goods or meat products were sold. The plaintiff filed suit under the auspices of the Anticyber squatting Protection Act (ACPA), alleging that the domain namepeta.org was identical to or confusingly similar to the distinctive and famous PETA mark. Doughney and his lawyers contended that there was no infringement or dilution, and hence no violation of the ACPA, because his website was a parody.

    A federal district court ruled in favor of PETA, finding Doughney liable for trademark infringement. The case was promptly appealed, but the U.S. Court of Appeals for the Fourth Circuit affirmed the judgment of the district court. It agreed that the PETA mark was distinctive and that Doughney had no intellectual property right in . Moreover,peta.org according to the court, there was no record of any prior use of , and Doughneypeta.org used the mark in a commercial manner. It also agreed that Doughney “clearly intended to confuse, mislead and divert internet users into accessing his website which contained information antithetical and therefore harmful to the goodwill represented by the PETA Mark.” Doughney himself “admitted that it was ‘possible’ that some Internet users would be confused when they activated ‘ ’ and found the ‘People Eating Tasty Animals’peta.org website.” The appeals court concluded that Doughney acted in bad faith; he made statements to the press that PETA should attempt to settle with him and “make him an offer.”

    A key issue triggered by this case is whether a good faith intention to criticize and parody a trademark owner such as PETA should constitute a valid reason for registering a domain name incorporating that trademark owner’s trademark ( ). Or does that domainpeta.org name require some sort of appendage or distinguishing variation such as “ ”petasucks.com so that there will be no confusion?

    Questions Do you agree with the court’s decision in this case? If so, what about Mr. Doughney’s free speech rights? In your view, why did the court reject Doughney’s parody defense?

    Case Studies

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    Home

    Home

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    Home

    Home

    Home

    http://petasucks.com
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    Oracle vs. Google: The Fight over Java

    The high-profile dispute between Oracle and Google has been described as the “most notable case in copyright,” and the “World Series of IP cases.” The protracted

    conflict traces back to Oracle’s acquisition of Sun Microsystems after the demise of Sun’s hardware business. Oracle, founded in 1977, rose to prominence in Silicon Valley thanks to its flagship database business. Unlike Sun, Oracle has followed the path of Apple by favoring proprietary technologies over open source ones.

    Sun had developed the programming language or platform called Java, hoping that it would become the standard language employed by programmers for website development and applications. In 1995, Sun introduced the Java platform, which allows a user to run the same Java application on many different kinds of computers. Java applications can be delivered over the internet to computers running different operating systems (for example, Windows, Macintosh, or Unix). Since its introduction in 1995 Java grew in popularity thanks to this portability or cross-platform functionality. Almost immediately, Netscape adopted Java for its Navigator browser.

    The Java technology has several components that contribute to its superior functionality. It encompasses a programming language; a group of programs written in that language called the “Java class libraries” that expose their own Application Programming Interfaces (APIs); a compiler that translates the code written by a programmer into “bytecode”; and, finally, the Virtual Java Machine (JVM) that translates bytecode into instructions for the operating system. Applications that use the Java APIs will run on any systems with a Java Runtime Environment (JRE), that is, the Java class libraries and a JVM.

    While the Java programming language is essentially free to use under the open source terms of a general public license, the Java platform or Java SE requires a license. Java SE allows the code written in the Java programming language to run on a variety of different operating systems using the Java Virtual Machine (JVM). Java SE also includes the Java APIs. The APIs, which consist of standardized, prewritten “methods” or blocks of code to handle basic programming functions, work as software interfaces. They allow programs, websites, or apps to communicate with one another. For example, the APIs allow an operating system like Android to download a website or open and run a particular app. Java developers would be unable to create new programs for platforms like Android without relying on these software interfaces.

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    The pivotal question in this case is whether these APIs or software interfaces are copyrightable. According to the U.S. copyright law, copyright protection does not extend to “any idea, procedure, process, system, method of operation, concept, principle, or discovery, regardless of the form in which it is described, explained, illustrated, or embodied in such [original] work.” Do these restrictions apply to software interface or APIs which serve as the means of interoperability for information technologies, and have been often characterized as “methods of operation,” because of their functional purpose? The Supreme Court sought to resolve a closely related question in the case butLotus v. Borland deadlocked in a 4–4 vote. At issue was copyright protection for the menu command hierarchy (e.g., a sequence of commands such as Paste–Cut– Copy). In the absence of a definitive Supreme Court Ruling the First and Sixth federal circuit courts ruled that copyright law excludes protection for all methods of operation, including those embedded into software interfaces. The first person to write a program cannot “lock up” basic or standard programming techniques and methods of operation such as a command hierarchy. The Third Circuit has taken the opposite position, ruling that a method of operation embodied in a software interface is copyrightable so long as it could have been written differently.

    Java and Google’s Android Operating System Google, the search engine giant, developed an open-source platform or operating system for mobile devices. The product was called Android, and it was released to the public in 2007. Many companies such as Samsung, Xiaomi, Nokia, and HTC use the Android operating system for their smartphones. Apple, on the other hand, uses its own proprietary operating system (OS) known as the iMac. Although Google executives did not intend to directly monetize Android, it was designed to become a vehicle for promoting its search functionality and other applications. The company’s goal was to produce and distribute “the world’s first open source handset solution with built-in Google applications.”

    Java was vital to the success of this open source project for a number of reasons. The company had to move fast because competitors were working on their own proprietary systems. Therefore it was not feasible to write all the code from scratch. Also, there was already an “existing pool” of developers and applications. Java therefore, meant “a safe sandbox for third party developers.”

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    There were extensive negotiations with Sun about the use of Java for Android, but Google found the company’s licensing terms to be too restrictive. Negotiations broke down, but Google’s commitment to Java was undeterred. Using the Java language was not a problem since it was an open source product that Sun had released to the public. Google also planned to develop and code its own virtual machine (called “Davlik”). But copyright issues arose because the Android team wanted to use 37 Java API packages from the Java Standard Edition (SE). Each of the API packages uses two types of source code: declaration code and implementation code. The Android developers used the declaration code of the APIs, analogous to chapter headings and titles, but wrote their own implementation code. These declarations represent the “header line of code” that introduces the “methods” or blocks of code that perform functions such as mathematical calculations or the display of simple graphics. The Java API declarations inform developers how to access these prewritten methods that perform the tasks which are executed by the implementation code. One of the API packages implemented in Android was java.security, which provides the classes and interfaces for the product’s security framework and allows an app’s security commands to function.

    Despite its disapproval, Sun did not challenge Google and it did not file a copyright or patent infringement law suit. But Oracle’s acquisition of Sun in 2010 changed everything. Oracle CEO Larry Ellison regarded Java as “the single most important software asset we have ever acquired.” Moreover, Oracle was prepared to take legal action over Google’s use of these 37 API libraries of coding blocks without a license, since it perceived this action as a blatant infringement of its copyright. The company sued Google for copyright infringement and sought $9 billion in damages. In its lawsuit, Oracle claimed that Google had illegally copied Java source code along with the structure and organization of Java class libraries to develop its Android OS.

    Legal History and Arguments

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    Specifically, Oracle alleged that Google directly copied 7,000 lines of declaring code and generally replicated without permission the structure, sequence, and organization of 37 Java API packages. Oracle conceded that the implementation code was different and the Davlik virtual machine was not an issue. The central question before the court would be whether these components of the Java platform were entitled to copyright protection. And if they were subject to such protection did Google’s use of this material constitute a form of fair use under current copyright law. According to Oracle, while no single name was copyrightable, “Java’s overall system of organized names – covering 37 packages, with over 600 classes, with over 6,000 methods – is a ‘taxonomy’ and, therefore, copyrightable.” In its defense Google insisted that Sun had freely licensed the Java programming language and encouraged the use of Java APIs by developers. Google also argued that it independently implemented the functions of the 37 API packages at issue and that its use of 7,000 lines of declaring code was a small part of Android’s 15 million lines of source code. For example, a declaration might call for something to be displayed and the associated implementation code would display the output on the screen of a smartphone or other mobile device. The reuse of these Java software interface declarations in Android was necessary so that developers could program Android applications in the open Java language.

    The first trial took place in 2012 in the U.S. District Court for the Northern District of California. The jury was deadlocked on the fair use issue. But Judge Alsop generally rejected Oracle’s arguments. He ruled that Google’s use of the Java APIs constituted fair use because an API is a “method of operation.” He also ruled that the 37 API packages were not subject to copyright protection. The declaring code was not protectable since “names and short phrases cannot be copyrighted.” As a result, the Court entered its final judgment in favor of Google.

    In 2013, Oracle appealed Judge Alsop’s ruling to the U.S. Court of Appeals for the Federal Circuit. The case was now attracting widespread attention with major software companies siding with Oracle, but independent application developers siding with Google. Libertarian groups such as the Electronic Frontier Foundation (EFF) were also aligned with Google. In its legal brief laying out the rationale for its appeal, Oracle’s attorneys employed a literary analogy to help convince the jurists of the validity of their claims:

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    Ann Droid wants to publish a best seller. So she sits down with an advance copy of Harry – the fifth book – and proceeds to transcribe. ShePotter and the Order of Phoenix

    verbatim copies the chapter titles – from (Dudley Demented) to Chapter 38Chapter 1 (The Second War Begins). She copies verbatim the topic sentences of each paragraph starting from the first (highly descriptive) one and continuing, in order, to the last, simple one (“Harry nodded”). She then paraphrases the rest of each paragraph. She rushes the competing version to press before the original under the title: Ann Droid’s Harry Potter

    . The knockoff flies off the shelves.5.0

    J.K. Rowling sues for copyright infringement. Ann’s defenses: “But I wrote most of the words from scratch. Besides, this was fair use, because I copied only portions necessary to tap into the Harry Potter fan base.”

    Obviously, the defenses would fail.

    Thus, Oracle’s approach was based on a comparison of the creativity in the design and coding of computer software with the copyrightable creativity of a literary work.

    But in their rebuttal Google’s attorneys resorted to familiar arguments about the nature of software. They argued that software interfaces are not like literary or artistic works because they “perform functions that are not entitled to copyright protection.”

    In May 2014, the Federal Appeals Court hearing the case reversed the District Court’s 2012 decision. It ruled that the structure, organization, and sequence of the APIs was copyrightable and remanded the case back to the district court for a retrial on the basis of whether Google’s use of the material constituted fair use. According to the Court, “because Oracle exercised creativity in the selection and arrangement of the method declarations when it created the API packages and wrote the relevant declaring code, they contain protectable expression that is entitled to copyright protection.” In 2016, Judge Alsop conducted the retrial that dwelt on the issue of fair use of the copyrightable declaring code by Google. In closing arguments at the trial Google attorneys emphasized Android’s “transformative purpose,” reminding the Court that Android was not a substitute or direct copy of Java SE but an innovative software platform. Oracle’s attorneys, on the other hand, relied on a simple moral theme: “You don’t take other people’s property without permission and use it for your own benefit,” and you don’t take “shortcuts” at other people’s expense and come up with the “fair use excuse.” The jury seemed unpersuaded by that moral argument. It found that this was a case of fair use and exonerated Google.

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    However, in March 2018, the Federal Circuit Court of Appeals overturned the verdict and ruled that Google’s use of the APIs wasn’t “fair.” According to the Court of Appeals, “There is nothing fair about taking a copyrighted work verbatim and using it for the same purpose and function as the original in a competing platform.” But, despite this ruling, the extended battle between Google and Oracle has continued. In 2019, Google filed a petition with the U.S. Supreme Court asking its members to review the Circuit Court’s decision.

    Questions Outline as clearly as possible the main facts of this case and explain the moral issues at stake. Assume that you are an attorney representing Google (or Oracle). Prepare a two-page brief defending the position of your client. If you were a Supreme Court Justice and the Court decided to hear this case, would you vote in favor of Oracle or Google? Explain your reasoning in one succinct paragraph.

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  • Identify the (a) psychology domain and (b) topic of interest

    The post Identify the (a) psychology domain and (b) topic of interest is a property of College Pal
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    Consider the domain of psychology most relevant to you. Within this domain, choose a topic you want to know more about or that is especially relevant to your personal/career goals. Find two peer-reviewed research articles that add to scientific knowledge on the topic. Be sure to attach the articles to your post.

    In your post:

    1. Identify the (a) psychology domain and (b) topic of interest.

    2. Briefly describe what you did to find the two articles (i.e., what database you used, what your search terms and parameters were).

    3. Summarize (a) the purpose of the articles and (b) what you learned about the topic of interest based on the study results.

    Pro-tip: choose a topic that could be relevant to a future research proposal (i.e., an assignment in Experimental Psychology II).

    Response Parameters
    Initial Responses
    · Responses should integrate research from empirical peer-reviewed journal articles (not review articles, but articles where the author[s] conducted their own study)

    · Use our library databases (e.g., PsycInfo) to search for articles

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  • Provide an example of a time when you actively encouraged your patient(s) to be involved in their own care

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    Step 1: Provide an example of a time when you actively encouraged your patient(s) to be involved in their own care. Describe how the patient’s action made a difference in their own health. How is patient-centered care supported, or not supported, in your health facility?

    Respond to two of your peers who evaluated different characters from your own. Do you agree with the POC your peer identified? Can you identify any additional challenges or interventions not noted by your peer?

    PLEASE ONLY RESPOND TO THE TWO DISCUSSION RESPONSES BELOW

    Response #1

    My experience with a patient named Mrs. K who has diabetes serves as an example of encouraging patient involvement in their own healthcare. Mrs. K has been having trouble controlling her blood sugar levels and has experienced episodes of both hyperglycemia and hypoglycemia on a regular basis. Having come to understand the importance of actively involving patients, I decided to take a more cooperative approach.

    I began by giving Mrs. K some information about diabetes, its effects, and the need of managing one’s lifestyle. We looked at how blood sugar levels are affected by medication, diet, and activity. Together, we decide on realistic and doable goals for her blood sugar levels, food, and workout regimen. I introduced Mrs. K to self-monitoring tools, such as a glucose monitor and a diabetes management software. I gave her instructions on how to use these devices to track her food intake, exercise, and blood sugar levels. We scheduled regular in-person and virtual meetings to assess her progress, resolve any roadblocks, and adjust her treatment plan as necessary (Kharroubi & Darwish, 2015).

    Mrs. K took full responsibility for managing her own health. She diligently monitored her blood glucose levels, meticulously documented her meals, and increased her physical activity by going on frequent walks. Furthermore, she demonstrated initiative by showing up to her visits prepared with questions and notes about her health. It did not take long for Mrs. K’s blood sugar levels to stabilize. The patient’s HbA1c readings dropped from 9.5% to 7.0%, indicating better long-term control of blood glucose. She lost fifteen pounds, which led to further improvements in her general health and vitality. Mrs. K had fewer hypoglycemic episodes, which lessened the possibility that she might suffer serious repercussions.

    To encourage patient participation, our hospital provides self-monitoring tools, instructional materials, and digital health platforms. In order to deliver patient-centered care, our approach incorporates a cooperative team of primary care physicians, diabetes educators, and nutritionists. Patients can attend frequent seminars and one-on-one consultations to learn practical strategies for managing chronic conditions. We improved Mrs. K’s health outcomes and gave her the confidence to take control of her diabetes by actively including her in his own treatment. This approach aligns with the principles of patient-centered care, which emphasize the importance of acknowledging patients’ needs, preferences, and values. It also guarantees that all clinical decisions are made with the patient’s values as their primary consideration (Sapra & Bhandari, 2023).

    References

    Kharroubi, A. T., & Darwish, H. M. (2015). Diabetes mellitus: The epidemic of the century. World journal of diabetes, 6(6), 850–867. https://doi.org/10.4239/wjd.v6.i6.850

    Sapra, A., & Bhandari P. (2023). Diabetes. StatPearls . StatPearls Publishing; https://www.ncbi.nlm.nih.gov/books/NBK551501/

    Response #2

    I recall a specific case with a patient who was struggling with anxiety and depression. I took the time to sit down with them and explain the importance of self-care practices, such as mindfulness exercises and journaling, in managing their symptoms.

    Encouraging the patient to take an active role in their care empowered them to practice these techniques regularly. Over time, the patient reported feeling more in control of their emotions and noticed a significant decrease in anxiety episodes. They also expressed feeling more confident in coping with stressful situations.

    At my health facility, patient-centered care is a core value that we strive to uphold. We emphasize collaboration between healthcare providers and patients, ensuring that treatment plans are tailored to individual needs and preferences. However, there are challenges in maintaining this approach consistently due to time constraints and resource limitations.

    To support patient-centered care more effectively, we are working on implementing initiatives that enhance patient education and engagement, such as providing more resources for self-management and fostering open communication channels. According to Lyles et al. (2020), to enhance usability, tools have been created that can be added to or combined with the electronic health record to help make medical information easier to understand by providing links to simple explanations and customized educational resources. Shared decision making is a way of managing healthcare that involves patients as active partners in their care that focuses on exchanging information and values to improve the decision-making process (Abrams et al., 2020). By fostering a culture of partnership and shared decision-making, we aim to further empower patients in their mental health journey and improve overall outcomes.

    References

    Abrams, E. M., Shaker, M., Oppenheimer, J., Davis, R. S., Bukstein, D. A., & Greenhawt, M. (2020). The challenges and opportunities for shared decision making highlighted by COVID-19. The Journal of Allergy and Clinical Immunology: In Practice, 8(8), 2474-2480

    Lyles, C. R., Nelson, E. C., Frampton, S., Dykes, P. C., Cemballi, A. G., & Sarkar, U. (2020). Using electronic health record portals to improve patient engagement: research priorities and best practices. Annals of internal medicine, 172(11_Supplement), S123-S129

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  • Explain what the independent variable(s) (IV) and dependent variable(s) (DV)

    The post Explain what the independent variable(s) (IV) and dependent variable(s) (DV) is a property of College Pal
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    Choose a study in Part II: Analysis of Experiments of the text (starting on p. 139). Be sure to identify the study by name in your post. Then, in your post:

    · Explain what the independent variable(s) (IV) and dependent variable(s) (DV) are in the study you chose

    · For the IV, identify what is was and how it was selected or manipulated by the experimenter

    · For the DV, identify what it was and how it was operationalized for the study

    · Describe how the experimenter(s) prevented or overcame at least one threat to internal validity. Be sure to state the name of the threat that they overcame (see the first lecture in Module 3.1).

    · Is there a potential threat to construct validity specific to experimental designs (see the second lecture in Module 3.1)? Why or why not.

    Response Parameters
    Initial Responses
    · Responses should integrate class material in the assigned readings and/or lectures (include in-text citations and corresponding references in APA format)

    · You may also include credible outside sources (e.g., from peer-reviewed journals) within your responses, but these sources should not come at the expense of integrating class materials

    The book is

    MacLin, M. K. (2020).

    MacLin, M. K. (2020).

    Experimental design in psychology: A case approach

    (9th ed.). Routledge. ISBN-13: 978-0367808280

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  • Provide a summary of just two of any of the four videos

    The post Provide a summary of just two of any of the four videos is a property of College Pal
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    Provide a summary of just two of any of the four videos. You choose which two videos to write about. In addition to a basic summary of the content of your two chosen videos, you are encouraged to include any facts or parts of the videos that stood out to you, or any connections in themes or facts that you noticed. If you like, you may also include your impressions of the LAVC Land Acknowledgement statement (although not required). This response should be 1-3 substantial paragraphs in length.

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  • Group therapy techniques

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    In a 3- to 4-page paper, identify the video you selected and address the following:

    · What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?

    · What evidence from the literature supports the techniques demonstrated?

    · What did you notice that the therapist did well?

    · Explain something that you would have handled differently.

    · What is an insight that you gained from watching the therapist handle the group therapy?

    · Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?

    · Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

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  • NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template

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    Assessing and Diagnosing Patients With Mood Disorders

    Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes.

    · Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.

    · By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.

    · Consider what history would be necessary to collect from this patient.

    · Consider what interview questions you would need to ask this patient.

    · Identify at least three possible differential diagnoses for the patient.

    Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

    · Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

    · Objective: What observations did you make during the psychiatric assessment? 

    · Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

    · Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    Mood Disorders

    Training Title 8 Name: Mrs. Abrianna Tilman Gender: female Age: 27 years old T- 98.6 P- 88 R 18 154/92 Ht 5’1 Wt 230lbs Background: Recently had her first child two months ago. Currently married; stay at home mother after working in community library for 5 years. Grew up with her mother after her parents divorced when she was 16; has two sisters in Troy, Alabama. Completed education through bachelor’s level, majoring in English Literature. No previous suicidal gestures. Brother committed suicide via GSW. She denied drugs/alcohol; brother was addicted to methamphetamines. Hx of HTN-prescribed Trandate 100mg twice daily, admits to missing doses due to forgetting. No legal hx. Allergies: PCN

    Transcript of the video

    00:00:15OFF CAMERA Mrs. Tilman, your husband is extremely worried about you.

    00:00:20MRS. TILMAN Yes, I know that.

    00:00:25OFF CAMERA Does coming her bother you?

    00:00:25MRS. TILMAN Yes. Yes it does. I’ve never been to a shrink before. I don’t think I need to be here now.

    00:00:35OFF CAMERA I’d like to ask you a few questions if that’s ok.

    00:00:40MRS. TILMAN Yeah, that should be fine.

    00:00:40OFF CAMERA How have you been feeling health wise?

    00:00:45MRS. TILMAN Fine. No health problems.

    00:00:45OFF CAMERA Sleep?

    00:00:50MRS. TILMAN I can’t sleep much. But that’s to be expected.

    00:00:50OFF CAMERA How so?

    00:00:50MRS. TILMAN The baby. It cries a lot.

    00:00:55OFF CAMERA And that wakes you?

    00:00:55MRS. TILMAN Well I’m usually already awake.

    00:01:00OFF CAMERA You have trouble sleeping?

    00:01:00MRS. TILMAN Just falling asleep. Especially after the baby cries.

    00:01:05OFF CAMERA What’s the baby’s name?

    00:01:10MRS. TILMAN Jessica.

    00:01:10OFF CAMERA Beautiful name. How old is she?

    00:01:15MRS. TILMAN Two months.

    00:01:15OFF CAMERA How has your appetite been lately?

    00:01:20MRS. TILMAN I don’t know. It’s not big, but I want to lose weight after the pregnancy.

    00:01:25OFF CAMERA You aren’t comfortable with the way you look?

    00:01:30MRS. TILMAN I’m terrible. Alright. I look terrible, I feel terrible. My body is bloated. I have lines on my face, bags. I look disgusting.

    00:01:45OFF CAMERA What do you do to lose weight?

    00:01:50MRS. TILMAN Well, I want to run, but… I don’t get out much.

    00:01:55OFF CAMERA Why?

    00:01:55MRS. TILMAN Cause I’m stuck at home. I have to take care of the baby, all day long. I guess I should just get used to it. This is my life now all day long, stuck at home with the kid.

    00:02:10OFF CAMERA You don’t have a nanny?

    00:02:10MRS. TILMAN Who could afford one? Especially with having to pay for the kid.

    00:02:15OFF CAMERA Have you said any of this to your husband?

    00:02:20MRS. TILMAN To Rick?

    00:02:20DR. GREY Uh huh.

    00:02:20MRS. TILMAN No. I couldn’t. He’d be so disappointed in me. How could I even tell him that I felt this way. That I wanted out. He comes home from work and… he plays with Jessica. This perfect family.

    00:02:50OFF CAMERA How has your relationship been?

    00:02:55MRS. TILMAN Not good.

    00:02:55OFF CAMERA What’s happened since Jessica was born?

    00:03:00MRS. TILMAN It’s not added much. I mean it is my fault. I can’t stop crying. All the time. [she cries] Sometimes I don’t even know who the baby is. And I yell a lot. Things just upset me. Everything and anything he does lately just upsets me.

    00:03:35OFF CAMERA For instance?

    00:03:40MRS. TILMAN Well… Well the other day he came home and changed her diaper but he threw the dirty diaper in the wrong trash can and he didn’t tie it up in the bag the way he was supposed to.

    00:03:55OFF CAMERA And that upset you?

    00:03:55MRS. TILMAN Yeah. And I told him, and I was yelling so he started yelling. So yeah. That’s our marriage right now.

    00:04:10OFF CAMERA Have you been sexually active since Jessica was born?

    00:04:10MRS. TILMAN No. Not really. I have no drive or desire. Rick keeps wanting to but I just… I push him away.

    00:04:20OFF CAMERA And how is your social life?

    00:04:25MRS. TILMAN Non-existent. I haven’t seen my friends in forever. They came over to see the baby but that’s about it. I might as well get used to it. I can’t go out anymore. She’s too young for a baby sitter, and even then we couldn’t afford one. I had to quit my job.

    00:04:55OFF CAMERA Were you forced to quit?

    00:05:00MRS. TILMAN No. They gave me maternity leave, but… but I figured this is never going to end. I might as well leave now.

    00:05:10OFF CAMERA Do you do anything for yourself? Something to relax, something creative?

    00:05:15MRS. TILMAN No. I tried writing. I liked writing but… I don’t know, I… nothing moves me.

    00:05:30OFF CAMERA You can’t write now?

    00:05:35MRS. TILMAN I have no inspiration, and it’s not fun. I know I’m going to be interrupted soon anyway. Before Jessica, I could write for hours a night. I hated anyone disturbing me. [she cries] Now I can’t have twenty minutes. And you can’t tell a baby to hold on with wanting her lunch. For an hour. When she’s hungry, she’s hungry.

    00:06:05OFF CAMERA Do you regret having a child?

    00:06:05MRS. TILMAN No. I… I’m just not sure. I’m not sure, okay.

    00:06:20OFF CAMERA Are you happy? Does anything give you pleasure?

    00:06:30MRS. TILMAN [Shakes her head] No. [she cries]. Look, please, I… I know I’m a mother now. I. [sigh] I don’t know how to put this, I feel terrible. [Cries harder]. I don’t want to be a bad mother. I love my daughter. But I don’t know… I don’t know why I say these things. It’s just really difficult… and Rick, I see Rick and he has this look. It’s this look, its like I know what you’re thinking. It’s like he’s judging me. It’s like he knows I’m not normal. I mean, what’s wrong with me? Sometimes I can’t even hold my own child, I… I, she’s crying and I can’t… I can’t touch her. And when I give her milk it disgusts me. I don’t know what to do. I don’t know what’s wrong with me. I don’t know what’s wrong with me. [She reaches for a tissue]

    00:08:15OFF CAMERA Mrs. Tilman, do you have thoughts of suicide or death?

    00:08:20[she shakes her head yes]

    00:08:25OFF CAMERA Have you acted upon them?

    00:08:30MRS. TILMAN [she shakes her head no] No. I couldn’t. I couldn’t do that to Rick or Jessica. And then I feel guilty again. It’s this… this endless cycle. I’m not happy and I want to get out and if I get out, then I would just… I would just… just ruin everyone and that makes me more unhappy.

    00:09:05[sil.]

    00:09:20SymptomMedia Visual Learning for Behavioral Health www.symptommedia.com

    00:09:20END TRANSCRIPT

    Important

    Informal blogs, internet posts and websites that are not part of a scholarly review process. This includes popular hospital websites (such as MayoClinic.org), Patient facing websites with information designed for the patient, not the provider (such as WebMD, Healthline and MedicineNet, among many others), and UptoDate.com. Information should not be utilized from UptoDate.com since all information is a synthesis of the most up to date literature available. If you wish to use information from UpToDate, use the original sources, not the UpToDate website.

    Another student’s work. Regardless of where it is obtained, the use of another student’s written work is never appropriate. This includes use of another student’s work as a “reference”, or exemplar assignment. Templates and examples are often provided in the classroom. If they are not and you would like one, please request this from your instructor.

    NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template

    Week (enter week #): (Enter assignment title)

    Student Name

    College of Nursing-PMHNP

    NRNP 6635: Psychopathology and Diagnostic Reasoning

    Faculty Name

    Assignment Due Date

    Subjective:

    CC (chief complaint):

    HPI:

    Past Psychiatric History:

    · General Statement:

    · Caregivers (if applicable):

    · Hospitalizations:

    · Medication trials:

    · Psychotherapy or Previous Psychiatric Diagnosis:

    Substance Current Use and History:

    Family Psychiatric/Substance Use History:

    Psychosocial History:

    Medical History:

    · Current Medications:

    · Allergies:

    · Reproductive Hx:

    ROS:

    · GENERAL:

    · HEENT:

    · SKIN:

    · CARDIOVASCULAR:

    · RESPIRATORY:

    · GASTROINTESTINAL:

    · GENITOURINARY:

    · NEUROLOGICAL:

    · MUSCULOSKELETAL:

    · HEMATOLOGIC:

    · LYMPHATICS:

    · ENDOCRINOLOGIC:

    Objective:

    Physical exam: if applicable

    Diagnostic results:

    Assessment:

    Mental Status Examination:

    Differential Diagnoses:

    Reflections:

    References

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  • You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the fol

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    Content Requirements
    You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:

    1. Subjective data: Chief Complaint; History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Review of Systems (ROS)
    2. Objective data: Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Labs; Vital signs; Physical examination.
    3. Assessment: Primary Diagnosis; Differential diagnosis
    4. Plan: Diagnostic testing; Pharmacologic treatment plan; Non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.
    5. Other: Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner
    • The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references.
    • The presentation should consist of 10-15 slides and less than 5 minutes in length. 
    • Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

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    • You are in the chief nursing officer role and have been asked by your healthcare system to represent the hospital on the board of a new not-for-profit entity

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       Health Care Informatics

      Writing Assignment Content

      1. Nursing Leadership Informing Community Health Information Exchange Strategy

        You are in the chief nursing officer role and have been asked by your healthcare system to represent the hospital on the board of a new not-for-profit entity established by your community to build and manage the HIE within your region. Your region has been awarded a federal grant of $250,000 to build the HIE to serve the community. At the first board meeting of diverse stakeholders, including payers, providers, hospitals, public health, and healthcare consumers, the group must advise the chief executive on what type of exchange the group believes is needed. The chief executive indicates that a basic exchange using the Direct Project protocols for the size of the community is likely to exceed the federal grant dollars, and as such, the group needs to align on a value proposition of what the community needs. This is hoped to result in the community being willing to pay for the additional costs.
                   The community has a population of more than 250,000, with a significant indigent population that tends to use the ED as an access to care for routine healthcare needs. Hospital staff also suspect that they have drug seekers going from one ED to the next seeking additional medications, yet do not have the information to confirm this suspicion or to track patients from one institution to another.
                   The community has two major healthcare systems that are heatedly competitive and unlikely to be willing to share data in a central data repository. Providers in the community compromise one large-practice consortium and multiple independent providers. The large group of providers is demanding that some sort of exchange be established to support their referral base. As a result, there is heated debate as to whether the community aligns with a business and infrastructure strategy. 

        Based on information within Chapter 11, consider the following questions:

        1. Based on the needs of the community noted in the case study, what is your recommendation as to the best infrastructure and technical exchange model that the community should promote?

        2. What are some of the barriers consistent with other communities’ failures that might be issues for your community and how do you overcome those issues?

        Please note the grading rubric. The submission should be maximum 2 pages not counting the cover page and references.

      • attachment

        9780826167583_PPTX_CH11.pptx

      CHAPTER 11

      Electronic Health Records and Health Information Exchanges Providing Value and Results for Patients, Providers, and Healthcare Systems

      INTRODUCTION

      National Academy of Medicine envisioned:

      A safe, effective, patient-centered, timely, efficient, and equitable healthcare.

      eHealth Exchange was envisioned under the Health Information Technology for Economic and Clinical Health (HITECH) Act.

      To connect the nation through health information exchanges (HIEs) at regional, state and federal level.

      Health information exchange is fundamental to multiple acts like HITECH Act.

      To establish meaningful use (MU), Medicare Access and CHIP Reauthorization Act (MACRA) provisions, 21st Century Cures Act.

      Technical and financial issues hamper the realization of the envisioned healthcare system.

      2

      HISTORY OF HIEs COMPARED WITH CURRENT HIEs

      Historically significant community-based initiatives for healthcare data exchange includes:

      Community Health Management Information Systems (CHMIS): payer-driven model to assess eligibility and address high healthcare costs.

      Community Health Information Networks (CHINs): commercially driven endeavors to reduce costs for providers.

      Regional Health Information Organizations (RHIOs): neutral, third-party organizations involved in regional exchange of data.

      Health information exchanges (HIEs) are community-based initiatives funded under HITECH Act.

      To lay the architecture of exchange.

      eHealth exchange (eHEX) is a group of federal agencies and non-federal organizations.

      Aim is to maintain infrastructure to support health information exchange.

      3

      TRUSTED EXCHANGE FRAMEWORK and COMMON AGREEMENT (TEFCA)

      Trusted Exchange Framework and Common Agreement (TEFCA) is a set of common agreements among HIEs.

      Includes standards to establish a nationwide HIE.

      Expected to go live this year.

      Recognized Coordinating Entity (RCE) is the governance body responsible to:

      Draft the Common Agreement and requirements for joining TEFCA system.

      To join TEFCA, Qualified Health Information Networks (QHINs) must:

      Fulfill the minimum terms and conditions.

      Sign the Connected Agreement.

      Other national initiatives working to increase interoperability are:

      Sequoia Project

      Carequality

      CommonWell Health Alliance

      Strategic Health Information Exchange Collaborative (SHIEC)

      4

      ARCHITECTURAL AND DATA-EXCHANGE MODELS FOR HIE

      HIE can vary. It depends on whether the data is managed in a:

      Centralized repository

      Decentralized manner or

      A combined approach

      Two models supporting technical exchange of data:

      Direct-messaging

      Query-based transactions

      Direct-Messaging Project runs through DirectTrust, a collaborative non-profit association.

      Supports secure, interoperable health information exchange via Direct-message protocols.

      Query-based exchange allows the providers to find information when delivering unplanned care.

      The Patient Unified Lookup System for Emergencies (PULSE) enables query-based exchange for natural and other disasters.

      PULSE has helped providers during California wildfires and Hurricane Harvey.

      5

      STANDARDS AND INTEROPERABILITY FRAMEWORK

      National exchange of data is a major challenge.

      The Standards and Interoperability (S&I) Framework promotes interoperability.

      S&I Framework addresses development of specific areas involved in health information exchange.

      United States Core Data for interoperability (USCDI) contains standards applicable on application programming interfaces (APIs).

      6

      BUSINESS MODELS

      HIEs vary across the nation in terms of architecture and business model purposes.

      Value-based services that HIEs provide:

      Referral management

      EMR publishing and transfer

      Provider of clinical messaging and notifications

      Demographic and clinical data exchange

      Data feed and interfacing

      Analytics and reporting

      State agency connectivity

      Alerts

      7

      HIE AND 21ST CENTURY CURES ACT

      21st Century Cures Act:

      Has reformed the Federal Drug Agency.

      Supports Precision Medicine Initiative.

      The statutory definition of Interoperability as defined by the Act:

      Enables secure exchange of electronic health information

      Allows complete access for authorized use under applicable State and Federal law

      Does not constitute information blocking

      The Interoperability and Patient Access Final Rule:

      Clarifies what does and does not constitute information blocking under the Cures Act.

      Prohibits developers from restricting how the customer is using the service.

      Office of the National Coordinator (ONC) Rule includes eight circumstances.

      Failing to share information is not considered information blocking.

      8

      MASTER PATIENT INDEX AND RECORD LINKAGE

      Master Patient Index (MPI) and a record-locator helps identify unique patients across institutions.

      MPI applications provide passive or active functionality to identify individuals.

      Primary methods for linking records with HIEs:

      Deterministic

      Rule-based

      Probabilistic

      Linking records in a central data repository model can:

      Allow tracking and trending of outcome measures in a care setting.

      Examine chains of readmissions.

      To determine factors that might be targets for improvement.

      9

      VALUE OF HIE COUPLED WITH EHRs

      Studies have shown allowing physicians to access patient data from EHRs results in:

      Fewer repeat procedures

      Reduces medication errors

      Fewer diagnostic tests

      Follow-up visits decrease

      Cost savings increase

      Success of nationwide health information exchange depends on:

      The privacy and accuracy of the information being exchanged.

      The Data Use and Reciprocal Support Agreement (DURSA) serves as the main legal framework.

      For eHEX participants

      To ensure privacy protections are followed.

      10

      SUMMARY

      Health Information Exchange can help achieve goals for the eHEX and the TEFCA system.

      For safe, effective, patient-centered, timely, efficient, and equitable healthcare.

      TEFCA, expected to go live this year.

      Aims to establish a nationwide HIE by setting common standards for national information exchange.

      The HIEs can vary in architecture and business model.

      Based on the needs of the region or state.

      Linking the records of patients using MPI helps:

      Track and trend outcomes.

      To determine targets of improvement within healthcare delivery system.

      11

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    • Write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you

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       Reflection: write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you for the week.

      • What challenges did you experience in developing your PICOT question?
      • In what ways could you apply your knowledge of PICOT question development to your current practice setting?

        The post Write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you appeared first on College Pal. Visit us at College Pal – Connecting to a pal for your paper