Each brief should discuss both the majority and dissenting opinions

EXTRA CREDIT

If you would like to earn points toward extra credit (0 to 5 points per brief), you may brief as many of the cases on Canvas as you like. It is totally optional and not doing it will not have any effect on your grade. You must brief them in the order they appear on Canvas or you will get no credit.Start with the case following the sample brief. Do not rebrief the sample case.

Each brief should contain the following four parts: 1) facts, 2) issue, 3) holding, and 4) analysis, with each section having a heading identifying it (see below). Each brief should discuss both the majority and dissenting opinions (if there is one) and be approximately two typewritten, double-spaced pages. Please use proper grammar, punctuation, and spelling. Do not simply cut and paste from the case. Summarize the case in your own words. If you do quote from the case use quotation marks for the quote. A case and sample brief of the case are posted on Canvas. Do not redo the example. Briefs not prepared in the proper format will not receive credit. The first brief is due February 11th by 11:59 p.m. You must complete the first brief by the deadline if you want any extra credit. Any additional briefs are due February 24th by 11:59 p.m. in the Canvas dropbox for briefs. There will be no extensions of time. Preparing for the final should be your first priority. Briefs may not be delivered by e mail. You must work independently on your briefs. Failure to work independently on the briefs will be considered academic misconduct. Each brief must include your name, course number, and start time of class. Any deviation from the proper format will result in no points. Extra credit points cannot raise your grade above a B+.

Each brief should be in a separate Word document. When you upload briefs to Canvas, whatever you previously uploaded gets replaced so you have to include the first uploaded briefs in the second upload.

The following explains each part of the brief:
Facts:       Pinpoint the determinative facts of a case, i.e., those that make a difference in the outcome. Your goal here is to be able to tell the story of the case without missing any pertinent information but also not including too many extraneous facts either. Make sure you have clearly marked the parties’ names and positions in the case (Plaintiff/Defendant or Appellee/Appellant).
Issue:      Formulate the main issue or issues in the case in the form of questions, preferably with a yes or no answer, which will help you more clearly state the holding in the next section of the case brief. Some of the cases have multiple issues. You do not need to discuss issues related to evidence or procedural errors. You can focus on issues related to the material we have covered or will be covering in class. The issue should state the substantive issue and not say something like: “whether the trial erred in granting summary judgment.”
Holding:    The holding should directly respond to the question or questions in the Issue. It should not simply say the trial court was affirmed or reversed.
Analysis:   This is the most important part of your brief as it describes why the court ruled the way it did. This part of your brief traces the court’s reasoning step by step, so be sure that you record it without gaps in logic.
FAILURE TO FOLLOW THE ABOVE RULES WILL RESULT IN NO CREDIT

Criteria Exemplary (A) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
HEALTH CARE MANAGEMENT CONTENT PROFESSIONAL MASTERY AND KNOWLEDGE
ACQUISITION

Functional areas include, where applicable:
Legal, financial, and labor considerations, applications of information technology such as EMRs (EHRs), healthcare system management, international healthcare delivery system descriptions and comparisons, and healthcare (HCO) management and administration. Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the response. Demonstrates sound or accomplished mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
Most requirements of the assignment are included in the response. Demonstrates adequate or proficient mastery of content, appropriate to the assignment and the relevant terminal
course objectives and program learning outcomes.
Many requirements of the assignment are included in the response. Demonstrates inadequate or partially proficient mastery of content, appropriate
to the assignment and
the relevant terminal course objectives and program learning outcomes.
Some requirements of the assignment are included in the response. Demonstrates unacceptable mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
Few or no requirements of the assignment are included in the response.
EFFECTIVE COMMUNICATION Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format, Presentation and Delivery (where applicable)

Written communication should be logical and subject specific. Style of the work should be professional in tone using an academic format (e.g. journal style, APA). Demonstrates outstanding or exemplary application of written, visual, or oral skills.
Demonstrates outstanding expression of topic, main idea, and purpose.
Audience is addressed appropriately.
Language clearly and effectively communicates ideas and content relevant to the assignment.
Errors in grammar, spelling, and sentence structure are minimal.
Organization is clear. Format is consistently
appropriate to assignment (APA format).
Presentation and delivery are confident and persuasive (where applicable). Demonstrates sound or accomplished application of written, visual, or oral skills.
Demonstrates sound or accomplished expression of topic, main idea, and purpose.
Audience is usually addressed appropriately.
Language does not interfere with the communication of ideas and content relevant to the assignment.
Errors in grammar, spelling, and sentence structure are present, but do not distract.
Organization is apparent and mostly clear.
Format is appropriate to assignment, but not entirely consistent.
Presentation and delivery are mostly confident and persuasive (where applicable). Demonstrates adequate or proficient application of written, visual, or oral skills.
Demonstrates adequate expression of topic, main idea, and purpose.
Audience is generally addressed appropriately.
Language is adequate, generally communicating ideas and content relevant to the assignment.
Errors in grammar, spelling, and sentence structure are present and sometimes distract from meaning or presentation.
Organization is adequate, though confusing or
unclear at times.
Format is adequate, but inconsistent.
Presentation and delivery are adequate, with evident lack of
confidence and persuasive power (where applicable). Demonstrates inadequate or partially proficient application of written, visual, or oral skills.
Demonstrates inadequate or partial expression of topic, main idea, and purpose.
Audience is often not addressed appropriately.
Language often impedes the communication of ideas and content relevant to the assignment.
Errors in grammar, spelling, and sentence structure are frequent and often distract from meaning or presentation. Organization is inadequate, confusing,
and distracting. Format is inadequate and obscures meaning.
Presentation and delivery are inadequate, lacking confidence and persuasive power (where applicable). Demonstrates unacceptable application of written, visual, or oral skills.
Demonstrates unacceptable, unclear expression of topic, main idea, and purpose.
Audience is not addressed appropriately.
Language does not clearly and effectively communicate ideas and content relevant to the assignment.
Errors in grammar, spelling, and sentence structure are pervasive and consistently distracting Format is absent or
consistently appropriate to assignment.
Organization is not apparent and completely inadequate.
Presentation and delivery are unacceptable, with little or no confidence and persuasive power (where applicable).
CRITICAL ANALYSIS
Evaluative, Integrative, Creative
Thinking

Submitted work should contain definitions of the terms and concepts, show their application relevant to the assignment, and provide clear examples of the applications. Demonstrates outstanding or exemplary ability to evaluate, integrate, and critique a wide range of opinions, beliefs, abstract ideas, and data to inform judgment, identify and solve problems and, where appropriate, propose new hypotheses. Demonstrates sound or accomplished ability to evaluate, integrate, and critique a variety of opinions, beliefs, abstract ideas, and data to inform judgment, identify and solve problems, and, where appropriate, propose new hypotheses. Demonstrates adequate or proficient ability to evaluate, integrate, and critique some opinions, beliefs, abstract ideas, and data to inform judgment, identify and solve problems, and, where appropriate, propose new hypotheses. Shows
some weaknesses in evaluation and problem-solving. Demonstrates inadequate or partially proficient ability to evaluate, integrate, and critique some opinions, beliefs, abstract ideas, and data to inform judgment, identify and solve problems, and, where appropriate, propose new hypotheses. Shows many weaknesses in evaluation and problem-solving. Demonstrates unacceptable ability to evaluate, integrate, and critique opinions, beliefs, abstract ideas, and data to inform judgment, identify and solve problems, and, where appropriate, propose new hypotheses. Shows pervasive weaknesses in evaluation and problem-solving.
RESEARCH AND INFORMATION LITERACY
Sources and Support for
Assignment

Work should have the conveyed information supported by citations with matching references indicating sources. Demonstrates outstanding selection and use of high quality, credible, and relevant sources to develop ideas that are appropriate to the assignment.
Sources are consistently cited according to required documentation (e.g., APA), with few to no errors. Demonstrates sound selection and use of credible, relevant sources to support ideas that are appropriate to the assignment.
Sources are generally cited according to required documentation (e.g., APA), with few errors. Demonstrates adequate selection and use of credible and/or
relevant sources to support ideas that are appropriate to the assignment.
Sources are cited according to required documentation (e.g., APA), with some errors Demonstrates inadequate selection and use of sources to support ideas in the assignment.
Sources are inconsistently cited according to required documentation (e.g., APA), with frequent errors. Demonstrates unacceptable selection and use of sources to support ideas in the assignment.
Sources are not cited according to required documentation (e.g., APA).

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