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Is justice just? Sometimes, what is legal is not always perceived by the public as "justice." Many laws define criminal acts and the punishment that will be meted out in the event of a criminal offense. However, there sometimes seems to be a disconnect between what actions are considered criminal in nature and who gets charged for it. Sometimes, people committing the same criminal acts receive different treatments even though they are tried under the same courts of law. Based on the premise that people committing the same criminal acts receive different treatments, read the articles below and answer the questions that follow. Miller, N. P. (2006). "What kind of liberty? Competing visions of freedom . . ." Liberty: Magazine of Religious Freedom , 101 (2). SIRS Researcher. Assessing criminal justice practice using social justice theory Racial disparities in sentencing: Implications for the criminal justice system and the African American community Consider your readings so far and answer the following questions. How do you balance the ideals and principles set forth in the Constitution with the realities discussed in the articles presented to you? What role does the crime control perspective play in your thinking regarding the application of the Constitution? Is justice applied fairly when crime control is taken into perspective? Why or why not? This assignment should be at least five pages long, but no longer than ten pages, and double spaced. All CJA papers should be submitted using APA format, i.e., Times New Roman 12, double spaced with title page and reference page. ...

Is justice just? Sometimes, what is legal is not always perceived
by the public as "justice." Many laws define criminal acts and
the punishment that will be meted out in the event of a criminal
offense. However, there sometimes seems to be a disconnect
between what actions are considered criminal in nature and who
gets charged for it. Sometimes, people committing the same
criminal acts receive different treatments even though they are
tried under the same courts of law.
Based on the premise that people committing the same criminal
acts receive different treatments, read the articles below and
answer the questions that follow.
Miller, N. P. (2006). "What kind of liberty? Competing visions
of freedom . . ."
Liberty:
Magazine of Religious Freedom
,
101
(2). SIRS Researcher.
Assessing criminal justice practice using social justice theory
Racial disparities in sentencing: Implications for the criminal
justice system and the African American community
Consider your readings so far and answer the following
questions.
How do you balance the ideals and principles set forth in the
Constitution with the realities discussed in the articles
presented to you?
What role does the crime control perspective play in your
thinking regarding the application of the Constitution?
Is justice applied fairly when crime control is taken into
perspective? Why or why not?
This assignment should be at least five pages long, but no
longer than ten pages, and double spaced. All CJA papers

should be submitted using APA format, i.e., Times New Roman
12, double spaced with title page and reference page.

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6.2 What protocols comprise TLS6.3 What is the difference.docx

6.2 What protocols comprise TLS6.3 What is the difference.docx

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6.2 What protocols comprise TLS6.3 What is the difference bet.docx

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6-3 Discussion Making DecisionsDiscussion Topic Starts Jun 5, 2.docx

6-3 Discussion Making DecisionsDiscussion Topic Starts Jun 5, 2.docx

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5An American in IndiaWhat is my inheritance To what am .docx

5An American in IndiaWhat is my inheritance To what am .docx

5An American in IndiaWhat is my inheritance To what am .docx

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6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUC.docx

6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUC.docx

6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUC.docx

6 peer responses due in 18 hours Each set of 2 responses will have its own instructions.. Guided Response: Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why? My post: Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills ( Kaiser & Sklar Rasminsky, 2017 ). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved? References Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Pearson Education. Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting. School Social Work Journal , 35 (2), 72-93. BRITTNEY'S POST: What did you learn about your chosen strategy and what information surprised you? After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.

6 peer responses due in 18 hours Each set of 2 responses will ha.docx

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5 I. Observer Effects and Examiner Bias Chisum and Turvey quote Paul L. Kirk, who was a pioneering criminalist, about the interpretation of evidence, “Physical evidence cannot be wrong, it cannot be perjured, it cannot be wholly absent. Only in its interpretation can there be error.” (Chisum, p. 51). This becomes a real issue because a great deal of the evidence we deal with can be interpreted in various ways depending on a number of subjective influences. A. Observer Effects – Observer effects can be both conscious and subconscious. Both conscious and subconscious needs and expectations shape both our perception of facts and their interpretation. It can affect what is recognized as evidence, what is collected, what is examined, and how it is interpreted. At its most basic, an observer effect is a psychological bias or effect on the observer’s part that distorts how the evidence is recognized, collect, examined, or interpreted. It is often subconscious (below the level of awareness) on the part of the observer and may significantly affect the reconstruction of the crime. We all have them and the question thus becomes, not whether I have them, but how do I guard against them and eliminate their influence on my reconstruction. B. Potential Observer Effects 1. Ambiguity and Subjectivity – Ambiguity is a factor when evidence or circumstances are incomplete, murky, or equivocal. Subjectivity is a factor when identifications and interpretations rest on the examiner’s experiences or beliefs. They become problematic when the examiner or investigator believes that his experience is all that is required to render an identification. There are at least three areas in reconstruction where subjectivity can show up: 1) evidence collection; 2) evidence quantity and quality; 3) lack of standards for qualifying the results of comparative analysis and identification (Chisum, p. 59). The occurrence of ambiguous physical evidence as well as evidence that is susceptible to subjective interpretation opens the way for subconscious observer effects to affect the results you obtain. 2. Lure of Expectation – We as investigators are often put in situations where we have access to information that can give rise to conscious or unconscious expectations. One of the most common expectations of this type is that the subject must be guilty of something even if they are not guilty of the crime of which they are accused. I once had another officer tell me (in reference to a real thug/scumbag that was a suspect in a homicide) that even if he had not done the crime, to charge him would not be a great miscarriage of justice. We work in a pro-prosecution environment where the suspect’s guilt is suspected and anticipated and this may lead to subconsciously developing pre-examination expectations that may influence the results (Chisum, p. 60). 3. Single Sample Testing – Evidence that is turned over to forensic examiners tends to fall into one of three catetor.

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6 Change Management Stages A Management Checklist to Guide Your Efforts in Managing Change · Share · Pin · Share · Email ••• BY SUSAN M. HEATHFIELD Updated January 17, 2020 Experience 6 Stages to Effectively Manage Change Change is a complex process. You must consider many issues when approaching an opportunity to change or bring about change. The need for change management skills is a constant in the quickly changing world of organizations. The following six-stage model of change will assist you to understand change and to make changes in your work unit, department, or company effectively. The model also helps you understand the role of the change agent, the person or group that is taking primary responsibility for the accomplishment of the desired changes. For change to occur, you do need leadership to communicate, provide training, and share constancy of purpose. An organization must complete each of the steps in the model for changes to effectively transpire. However, completion of the steps may occur in a somewhat different order than appears here. In some situations, the boundaries between the stages are unclear. What Affects Change Management? Organizational characteristics such as the level of employee involvement and empowerment affect how changes proceed. Units that desire and/or have experience with a greater degree of people involvement can bring people willingly into the change process at an earlier stage. Characteristics of the changes such as size and scope, also affect the change process. Large changes require more planning. Changes that involve a total organization will require more planning and the involvement of more people than making changes in a single department. Changes that have widespread support as well as those that employees view as a gain rather than as a loss are easier to implement. When you take the right steps, involve the appropriate people, and tend to the potential impacts of change, resistance to change is reduced. These change management steps will help your organization make necessary and desired changes. This favorite quote about change from the book, "Flight of the Buffalo" is particularly apt. "Change is hard because people overestimate the value of what they have—and underestimate the value of what they may gain by giving it up." -- Belasco & Stayer Make sense? Fit your experience? Now, on with the change management stages. Change Management Stages These change management stages will assist you to approach change in your organization in a systematic manner that will help you effectively implement the change. Stage 1: Initiation In this stage, one or more people in the organization realize the need for change. There is a nagging feeling that something is not right. This awareness can come from many sources, both inside and outside of the organization. It can also occur at any level in the organization. The people who are most familiar with the work often have the most accurate perceptions abou.

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