read the definition and elements of the attempt, apply them on the given fact situations and answer the question: definition of attempt: lord blackburn has said that "there is no doubt that there is difference between a preparation antecedent to an attempt and the actual attempt, but if the actual transaction has commenced which would have ended in the crime if not interrupted, there is clearly an attempt to commit the crime." 1. fault element· intention or knowledge requisite for committing an offense: and2. conduct element: does any act towards its commission and has crossed the stage of preparation. this act is so closely connected with and proximate to the commission that it falls in object because of facts not known to him or because of circumstances beyond his control. 'rani' ran to a well stating that she would jump into it. and she started running towards the well but she was caught before she could reach it.
she is not guilty of attempt to commit suicide because she might have changed her mind before jumping into the well
a) have
b) of
c) from
d) tried
e) away
f) at technical vocab – phil 1010 lecture 2 key: terms – \_\_\_ topics – \_\_\_ important – \_\_\_  what is an argument? o arguments are statements that represent an inference. o premises are statements that support a conclusion.  what is an inference? o inferences are thoughts that we believe is true.  inferences can take place conscious or unconsciously. o inferences are implicit while arguments are explicit. o implicit thoughts are implied, suggested, or understood but not directly expressed. o explicit thoughts are usually overly expressed.  sentences & statements o sentences are grammatically correct string of words. o declarative sentences can be either true or fa discourage, oppose, dissuade, decrease, attack, protest, denounce, opponent, deny, block, frustrate, faultfinder, conceal, deter, counteract, disconcert, critic, protestor, disapprove, reject, opposition, baffle, hurt, hide, antagonist, hinder, refuse, condemn, assail, halt, assailant, expose, impede, undermine, confound, obstruct, criticize, prevent, impugn, adversary, enemy. physics 101 notes: 8/25 (week 2 continued)  force o defined as a push or a pull, and is a vector quantity, meaning that it has direction depending on which way it is being pushed or pulled o it has amount and direction (how much force is being applied and in which direction it is moving)  newton’s first law o first draft: “an object that is free of forces move in a straight line and covers equal distances in equal time” o final: “an object that is free of external forces moves at a constant velocity”  how does a skater start, stop, or turn? o acceleration: “the rate at which an object’s velocity is changing with time o acceleration, s dear student,

anaphora : the use of a word referring back to a
word used earlier in the chapter is known as anaphora meaning the
use of synonyms to refer to one single thing
repetition is the simple repeating of a word, within a
sentence or a poetical line, with no particular placement of the
words
metaphor is an implied simile it is different from
simile because like similes they do not state that one thing is
like another or acts as another but takes that for granted and
proceeds as if the two things were one

â€‹â€‹â€‹â€‹â€‹â€‹â€‹regards surety, fact, innocence, exactness, success, achievement, validity, exactitude, strength, certainty, truth, morality, goodness, accuracy, righteousness, blamelessness, reality, infallibility, virtuousness, correctness, actuality, irreproachability, right, inerrancy, preciseness, guiltlessness, virtue, behavior, precision, honesty, obedience, strictness, faultlessness, correction, perfection. *any examples are for illustrative purposes only.*  
  
**orientation (hr.01.04.01)**  
the joint commission’s glossary defines orientation as "a process used to provide initial training and information while assessing the competence of clinical staff relative to job responsibilities and the organization’s mission and goals."   
  
orientation may be further described as an introductory program and/or activities intended to guide a person in adjusting to new surroundings, employment, policies/procedures, essential job functions, etc. each organization is responsible for determining when and how long a person is considered to be in orientation.   
  
the requirements found at hr.01.04.01 outline specific topics to be included in an employee’s orientation process and documented. for example, orientation to key safety content that must be completed before staff provides care, treatment, and services often include:
• fire safety and response  
• infection prevention and control  
• emergency response (code blue, rapid response, etc.)  
• active shooter  
• bomb threats  
• personal safety  
• emergency management (internal/external disaster plans)  
• medical equipment failure and reporting process  
• utility system disruptions and reporting process
  
 additional examples may include:
• work schedule  
• employee attendance, time and resource management expectations  
• employee responsibilities in the event of an internal or external disaster  
• managing a patient’s pain  
• sensitivity to cultural diversity  
• patient rights  
• code of conduct expectations  
• infection prevention and control  
• maintaining privacy and security of protected health information; sometimes referred to as hipaa training.
  
**competency (hr.01.06.01)**  
while not formally defined, competency may be described as a combination of observable and measurable knowledge, skills, abilities and personal attributes that constitute an employee’s performance.  the ultimate goal is that the employee can demonstrate the required attributes to deliver safe, quality care.  
  
competency assessment timeframes may vary greatly based on the individual’s entry skill level and the complexity of the task(s) the individual will be required to safely perform.  for example,  demonstrating competency on performing a bedside glucometer test will take less time to achieve than caring for a patient who has just undergone an open heart procedure that involves managing/monitoring complex equipment and highly refined assessment skills.  
   
because of the variability involved in both the number and complexity of competencies an individual must be deemed competent, organizations often give consideration to these factors rather than assigning a finite period of time in which competency must be achieved, however, this would be an organizational decision.  
  
while the joint commission does not define required competencies that must be completed, organizations should consider the following:
• when determining competency requirements, consideration should be given to needs of its patient population, the types of procedures conducted, conditions or diseases treated, and the kinds of equipment it uses. competency assessment then focuses on specific knowledge, technical skills, and abilities required to deliver safe, quality care.  
 
• competency assessments for knowledge and technical skills intrinsic to an individual’s professional education are generally not required. for example:
- administration of oral, im or sub-q medications may be intrinsic to professional education, but the use of a programmable infusion pump for iv administration may be a required competency.  
 
• basic assessment skills, such as heart/lung sounds may be part of education, but assessment skills required to care for patients on a neuro-surgical unit may require advanced competency assessments in evaluating a patient’s neurological status.  
  
• basic infection prevention and control knowledge may be part of education, however, knowledge and skills related to sterile technique, sterilization, and high-level disinfection would be competencies expected of an or nurse, surgical assistants and sterile processing staff.
  
survey activities will focus on the organization’s requirements, compliance with evidence-based guidelines, standards of practice and regulatory requirements. the accreditation requirements that address orientation and competency are found in the human resource (hr) chapter of the accreditation manual. each joint commission-accredited organization has a copy of the manual containing these requirements. It means for some reason the case could not proceed at the time it was set. You need to speak to the prosecutor or investigator as a witness step by step solution by experts to help you in doubt clearance & scoring excellent marks in exams. evil doesn't really exist. it's a religious concept. 
 
the potential to do bad stuff though... that exists both within and outside.