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You are new member of internal affairs and are still getting to know everybody. You have been asked by your lieutenant to write a report using his notes on a case. Although there is a great deal of paperwork marked "Confidential," he told you to only write the report based on what was in the blue folder. As you are writing the report, you opened the other folders in the packet and noticed that some information was left out—information that could implicate another officer in the field. The officer in the field is your lieutenant's brother, who is a major in the city's police department. You start to think that there may be a cover-up going on. •Incorporate theoretical concepts to associate this scenario with morality, ethics, and specific behaviors that influence the consequences (good or bad) associated with moral and immoral behaviors. .

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© 2013 Laureate Education, Inc. 1 Comprehensive Write-up Guide Week 2 Assignment: Comprehensive Patient Assessment When completing practicum requirements in clinical settings, you and your Preceptor might complete several patient assessments in the course of a day or even just a few hours. This schedule does not always allow for a thorough discussion or reflection on every patient you have seen. As a future advanced practice nurse, it is important that you take the time to reflect on a comprehensive patient assessment that includes everything from patient medical history to evaluations and follow-up care. For this Assignment, you begin to plan and write a comprehensive assessment paper that focuses on one female patient from your current practicum setting. To complete: Write an 8- to 10-page comprehensive paper that addresses the following: 1. General patient information a. Age b. Race/ethnicity c. Partner status 2. Current health status a. Chief concern/complaint and history of present illness (include a complete symptom analysis of chief complaint(s) utilizing OLDCART for a sick/problem focused visit) b. Last menstrual period or year of menopause c. DES exposure (if born between 1948 and 1971) d. Sexual activity status e. Barrier prevention f. Sexual preference g. Satisfaction with sexual relations 3. Contraception method (if any) 4. Patient history a. Past medical history • Major medical events (including pediatric events) • Psychological and mental health • Surgeries and/or hospitalizations if pertinent • Medications, including prescriptions, over-the-counter medications, home and herbal remedies, calcium, and vitamin supplements • Allergies, including drug, food, and environment © 2013 Laureate Education, Inc. 2 • Health maintenance/screenings, including results of patient’s last Pap and mammogram as appropriate, as well as previous vaccinations (HPV, MMR, hepatitis B, last dT, and pneumovax/influenza as appropriate) b. Family medical history c. Gynecologic history • Nullipara vs. multipara • History of sexually transmitted infections and sexually transmitted diseases • Menarche and menstrual patterns • Menopause or peri-menopausal symptoms (if applicable) d. Obstetric history • Gravida and parity status (TPAL) • Pregnancy history, including history of preterm or low birth weight, other pregnancy complications, history of sexually transmitted diseases, and any pertinent negatives e. Personal social history (as appropriate to the current problem) • Cultural background • Education and economic condition • Abuse history including assault and forced sex (past and current) • Occupational health patterns • Environment • Current health habits and/or risk factors • Substance use (must include for every patient) • Tobacco including frequency and longevity • Alcohol including results of CAGE unless patient has never used • Recre.

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© 2011 The McGraw-Hill Companies, Inc. All rights reserved.Mc.docx

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© 2011 The McGraw-Hill Companies, Inc. All rights reserved. Police in America Chapter Seven Patrol: The Backbone of Policing The Central Role of PatrolMajority of police officers assigned to patrolGatekeepers of the CJ System and therefore most important decision makersExperience on patrol formative part of police officer’s careerLeast desirable assignment The Functions of Patrol To deter crime To enhance feelings of public safety To make officers available for service The Organization and Delivery of PatrolFactors affecting the delivery of patrol services Number of sworn officers Police-population ratio Assignment to Patrol Distribution of Patrol Officers One versus two officer cars Work styles of officers“Hot Spots” An area that receives a disproportionate number of calls for police service/ has a high crime rate Types of Patrol: - Foot patrolAutomobile patrol - One officer versus two officer cars Staffing Patrol Beats - On any given night, no officer is available for many patrol beats - Police patrol is very expensive Styles of PatrolIndividual Styles Officer-initiated activity Includes stopping, questioning, frisking suspicious citizens, stopping vehicles, writing traffic tickets, etc. Amount varies between departmentsSupervisor Styles Also affect an officer’s level of activity Organizational Styles James Q. Wilson identified three distinct organizational styles. The watchman style emphasizes peace-keeping without aggressive law enforcement and few controls over rank-and-file officers. The legalistic style emphasizes aggressive crime-fighting an attempts to control officer behavior through a rule-bound, “by the book” administrative approach. The service style emphasizes responsiveness to community expectations and is generally found in suburban police departments where there is relatively little crime. Patrol SupervisionThe Role of Sergeant: Patrol supervision is usually accomplished by the sergeant on duty. The principle of span of control holds that a supervisor can effectively manage only a limited number of people. The recommended span of control is one sergeant for about every eight officers. The Communications Center The Nerve Center of Policing 911 Communications center Citizen-dominated Reactive Incident-based 911 Systems Processing Calls for Service Operator-Citizen Interactions 911 Systems Introduced by AT&T Company in 1968 911 systems contributed to increase in calls for service To handle this increase, departments assign priorities to incoming calls based on seriousness of problem Police able to more efficiently manage delayed responses to non-emergency calls Processing Calls for ServiceCommunication center operators Obtain information from caller and makes decision about appropriate response Exercise tremendous discretion Only ½ of all calls to 911 result in a dispatch Operators ask questions of callers Operators assess situation Operators decide how many and which officers to dispat.

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© 2010 by The Johns Hopkins University Press Conflicting Values and Disparate Epistemologies: The Ethical Necessity of Engagement Mohammed Abouelleil Rashed Keywords: communication, harm, psychiatry, language I am delighted for the occasion to respond to Verhagen’s insightful commentary and Gupta’s important critique of my paper. In the process, I hope to further clarify my thesis and the proposal that stems from it. I start by attending to Verhagen’s commentary, because in many ways we are in substantial agreement and, if anything, his observations help to further elucidate many of the ideas I propose. After that I turn to Gupta, who disagrees with me on several important points. Verhagen’s four levels of analysis of psychiatric knowledge bring in to focus the fault lines, or the points in psychiatric practice and theory that require critical attention if we are not to inadver- tently bring harm upon patients. It is already at the junction of the first level (experience of the patient as incorporated in to a narrative) and the second level (the clinician’s formulation of the story), as Verhagen observes, that there is a risk of losing the uniqueness of the patient’s story, and with it the values she attaches to her experiences and current predicament. Diagnostic devices like ‘criterion B’ and ‘cultural congruence’ may have been introduced to safe guard against patholo- gizing normality, but as I have demonstrated throughout section 3 of my paper, that cannot be guaranteed, and these devices may in fact be part of the problem. The problems between the second and third levels of analysis really start at the second level when the story is reformulated in to a ‘case’ with a specific ‘diagnosis.’ Once that is done, clinicians inevitably appeal to the known explanations for the diagnosed disorder, whether psychological or biological. The problem here is that other possible explanatory frameworks, such as spiritual/ religious, are eliminated as possibilities, partly because the patient’s story has been redescribed in the language of disorder thereby losing the essential characteristics that make it her story. Redescribing the patient’s experiences hampers further attempts at meaning seeking (which includes a search for explanation), especially if that occurs in a coercive context (I address this again in my response to Gupta). Finally, it is the fourth level where the epistemological foundation for psychiatry stands. The psychiatric commitment to a positivist/empiricist approach to experience and 214 ■ PPP / Vol. 17, No. 3 / September 2010 belief feeds in to the other two levels; it limits the availability of alternative explanatory models in the third and the legitimacy of subjective narrative in the second. I am in agreement with Verhagen that psychia- trists “need to understand how they are related to their knowledge,” and they also need to be aware what could go wrong at t.

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© 2009 • Journal of Sport Administration & Supervision • Vol. 1, No. 1, April 200952 Examining the Effectiveness of Athlete Celebrity endorser characteristics and Product Brand type: the endorser Sexpertise continuum Christina S. Simmers, Datha Damron-Martinez, & Diana L. Haytko ABStrAct This research furthers the theoretical perspectives that athlete endorsers are brands unto themselves, and that athlete-endorser effectiveness is determined by congruent pairings of the athlete-endorser brand and the product brand by introducing the Endorser Sexpertise Continuum. This model categorizes athlete celebrity endorsers on the Endorser Sexpertise Continuum with anchor points referred to as “acquirable expertise” and “likeability.” As in successful brand alliances, this model suggests the types of products/brands the athlete celebrities would be most successful in endorsing, depending on their positioning on the continuum. Simmers, C. S., Damron-Martinez, D., & Haytko, D. L. (2009). Examining the effectiveness of athlete celebrity endorser characteristics and product brand type: The Endorser Sexpertise Continuum. Journal of Sport Administration & Supervision 1(1), 52-64. doi:10.3883/v1i1_simmers; published online April, 2009. introduction Forbes reported that the 10 richest male and female athletes made a combined $600 million in salary, prize money and endorsements, including men’s professional golfer Tiger Woods who alone earned nearly $100 million in sponsorships in 2008 (Badenhausen, 2008; Thomaselli, 2008). Interestingly, many top athlete endorsers make considerably more money as endorsers than as athletes in their chosen sport. For example from June 2007 to June 2008, female professional golfer Michelle Wie earned $12 million in endorsement money but only $39,000 in prize money. Similarly, former professional basketball player Michael Jordan made $45 million in endorsements, despite not having participated in his sport for many years (Badenhausen, 2008). Some athletes endorse a multitude of products (e.g., National Football League quarterback Peyton Manning, Woods, and female racecar driver Danica Patrick), while others limit themselves keyWordS: Sport marketing, brand management, celebrity endorser, sponsorship, product endorsement, celebrity athlete, athlete spokesperson, source credibility, source attractiveness Dr. Christina S. Simmers is an assistant professor of marketing at Missouri State University in Springfield, Missouri. She holds an MBA from Nicholls State University and a PhD in marketing from Louisiana State University. Her research interests include advertising issues, consumer information processing, consumer behavior and brand alliances. Dr. Datha Damron-Martinez is an assistant professor of marketing at Truman State University in Kirksville, Missouri. She holds an MBA, an MA in Economics, and a PhD in Business Administration/Marketing from New Mexico State .

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© 2009 John Wiley and Sons AustraliaDistribution (place).docx

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© 2003 Applied Scholastics International. All Rights Reserved. Grateful acknowledgement is made to L. Ron Hubbard Library for permission to reproduce selections from the copyrighted works of L. Ron Hubbard. Applied Scholastics provides education services and materials based on the works of L. Ron Hubbard. Applied Scholastics and the Applied Scholastics logo and the Effective Education Publishing Symbol are trademarks and service marks owned by Association for Better Living and Education International and are used with its permission. Printed in the United States of America. 1 It has been discovered that there are three definite barriers which can block a person’s ability to study and thus his ability to be educated. These barriers actually produce physical and mental reactions. If one knows and understands what these barriers are and how to handle them, his ability to study and learn will be greatly increased. INTRODUCTION 2 Education in the absence of the mass in which the technology will be involved is very hard on the student. In this context “mass” refers to the actual physical objects of a subject; the things of life; as opposed to significance.1 Absence of mass actually makes a student feel squashed, THE FIRST BARRIER: ABSENCE OF MASS 1. significance: any thought, decision, concept, idea, purpose or meaning connected with something, as opposed to its mass. sort of spinny, 3 makes him feel bent, 4 sort of dead, bored, 2. physiological: having to do with living things and the ways their parts and organs work. 5 exasperated. If he is studying how to do something with the mass absent, this will be the result. Photographs help and motion pictures would do pretty good, as they are a sort of promise or hope of the mass, but the printed page and the spoken word are not a substitute for a tractor if he’s studying about tractors. You have to understand this data in its purity—and that is that educating a person in a mass that they don’t have and which isn’t available produces physiological2 reactions. 6 It’s just a fact. You’re trying to teach this fellow all about tractors and you’re not giving him any tractors. Well, he’s going to wind up with a face that feels squashed, with headaches and with his stomach feeling funny. He’s going to feel dizzy from time to time and very often his eyes are going to hurt. You could therefore expect the greatest incidence of suicide or illness in that field of education most devoted to studying absent masses. 7 This one of studying the something without its mass ever being around produces the most distinctly recognizable reactions. If a child felt sick in the field of study and it were traced back to this one, the positive remedy would be to supply the mass— the object or a reasonable substitute—and it would clear it up. 8 There is another series of physiological reactions that exist which is based on the fact of too steep a study gradient. By “gradient” we .

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© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. 29–50. � 29 PURE RAW Performance, Pedagogy, and (Re)presentation Marina Abramovic; interviewed by Chris Thompson and Katarina Weslien M arina Abramovic ; has been pushing the limits of performance for over three decades. From 1965–70 she studied at the Academy of Fine Arts in Belgrade, and soon after that at the Academy of Fine Arts in Zagreb, where she later taught. In 1970 she began working with sound environments, film, video, and performance. Five years later she met the artist Ulay (Uwe Laysiepen) in Amsterdam, with whom she worked until 1988. Together they devised perfor- mances that centered on the limits of human endurance, consciousness, and perception. Working independently since then, she has exhibited, performed, and taught internationally, establishing a body of work whose combination of extremity and intimacy is singular in the history of performance. In 1996 she completed two important theatre pieces, Biography and Delusional, and the following year her controversial performance Balkan Baroque won the International Venice Biennale Award. She received the Niedersächsicher Kunstpreis as well as the New York Dance and Performance Award for her recent performance/exhibition The House with the Ocean View at the Sean Kelly Gallery. For her November 2005 exhibition at the Guggenheim Museum in New York, Marina Abramovic ;: Seven Easy Pieces, she will re-perform seminal works by Vito Acconci, Joseph Beuys, VALIE EXPORT, Bruce Nauman, Gina Pane, as well as her own Lips of Thomas, and premiere a new performance. This interview is based on three conversations with the artist, the first of which took place in October, 2004 (Amsterdam), and the other two in April, 2005 (New York), around the time of her participation in the “(Re)presenting Performance” symposium at the Guggenheim Museum.1 � THE IDEA OF THE COLLECTIVE THOMPSON: In reading the transcripts from the catalogue for the 1990 “Art Meets Science and Spirituality in a Changing Economy conference,”2 I was struck by your notion that that there could be some blend of Buddhism and communism. Is this an idea you have continued to develop over the past decade? 30 � PAJ 82 ABRAMOVIC:: It’s really not developed or thought about; I come from communist country, so communism is something that was very close to me. I know the idealism of communism in the beginning, and I know the failure of communism in the end, and I know all the problems, and why it could not succeed. It was a very interesting concept in Burma; at one point, it was a communist government and a very strong Buddhist country, so in the government there were Buddhist monks. Again it didn’t work. So all these concepts don’t work because the mentality and the consciousness of people are not raised to the level that could make it work. The solution is really that we have to have a completely different relation to the materialistic world, and not to be attached to.

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© 2002, The Ripple Effect 1 permission granted to use for educational purposes, for more information, visit www.the-ripple-effect.org provided credit is given. Religious Views & Domestic Violence Christine Hagion Rzepka Founder & Director, The Ripple Effect By conservative estimates, a million Christian women in America are abused by their husbands (Ingram, 1985), but this is grossly underestimated (Pagelow & Johnson, 1988). A survey done in 1993 by the North American Council for Muslim Women found that domestic violence occurred in 10% of the Muslim population (Alkhateeb, 1999). However, this study assessed only physical abuse: if verbal and psychological abuse were added, this percentage would be greatly increased. One study in Denver found that 4% of the victims of domestic violence served in that community were Jewish (Walker, 1997). Clearly, the religious community is not immune from the existence of domestic violence—and, in some cases, may actually encourage it through teachings and traditional beliefs about the roles of men and women. While the society struggles to accept the reality of violence in the family, many within the religious community, as well as members of the “clergy… refuse to believe that abuse exists within their congregations” (Bussert, 1986, p. 2). This denial further compounds the sense of isolation and shame that many victims of domestic violence endure. Pagelow & Johnson (1988) write: “Silence within the religious community has served to keep the lid on the simmering pain that not only immobilizes victims but encourages the behavior of the perpetrators” (p. 9). Davidson (1978) claims that male- oriented church doctrines and teachings “about a woman’s place, duty and nature have added to the problem (p. 207). This is true not only of the Judaic and Christian traditions, but of virtually all religions. According to Gardner (1977): “All religions preach subordination of women not just to God, but to men, as an article of faith…. Moreover, Judeo/Christian theological writings are explicitly misogynous.” ministers are often the ‘counselors of choice’ for many victims Christianity & Domestic Violence In one study on wife abuse, several wives were abused by their husbands, who were ministers (Pagelow, 1984). Another study of 350 battered women found that 28% had sought counsel from the clergy (Pagelow, 1981b, pp. 277-300). In this study, the top responses the women received were a) a reminder of their wifely duty and instructions to forgive and forget, b) referral to another resource to limit church involvement, and c) impractical advice based on religious doctrine that was not only insensitive to their needs, but at times, dangerous. Some were reminded of their vows “for better or worse,” and were exhorted pray more. “One, scolded by her minister for ‘betraying’ her husband by revealing what had occurred in the privacy of t.

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© 2005 Society for the Study of Addiction doi:10.1111/j.1360-0443.2005.01171.x Addiction, 100 , 1040 – 1050 Blackwell Science, Ltd Oxford, UK ADDAddiction 0965-2140© 2005 Society for the Study of Addiction 100 Original Article Commentary Commentary Commentaries WHEN POPULARITY OUTSTRIPS THE EVIDENCE: COMMENT ON WEST (2005) Robert West (2005) has taken the bold step of asserting that the Transtheoretical Model (TTM) is so flawed that it should be discarded. Whether one agrees with West’s conclusion or not, his editorial should stimulate long- overdue debate about the TTM. A sharp divide of opinion about the TTM has surfaced in recent years. On one side the model enjoys substantial popularity in the form of a voluminous research literature and a large following among clinicians. On the other side there is discontent among many scholars (e.g. Sutton 2001) who have closely scrutinized the scientific rigor of the model. There can be no questioning the popular success of the TTM: it is established fact. But the scientific merit of the model can be questioned, and West has fur- thered the debate with his provocative editorial. Consis- tent with West, this commentary will focus on smoking as the model addiction because smoking has been the primary focus of the TTM. The TTM became popular because it brought attention to the intuitive notion that some smokers are more ready to quit than others. For this, the originators of the TTM deserve credit, though as West and others (e.g. Bandura 1998) have pointed out, the observation that some smokers are riper for change than others is a con- firmation of the obvious. As a scientific model, however, the TTM got off to an inauspicious start. The lynchpin of the TTM is, of course, the stages of change. Thus it would seem essential to take great care in formulating how the stages were to be conceptualized and measured. However, there has never been a peer-reviewed account of the developmental research that led to the creation of the stages of change algorithm. In fact, it is not clear that any systematic developmental research took place at all, and the consequences of this omission plague the model to the present time. Instead, the authors of the TTM essentially decreed that readiness to quit smoking should be measured using the stages of change. For the most part, the addictions research community then adopted the stages of change, with few questions asked. There would be little consequence to the omission of developmental data on the stages of change if the stages had subsequently been proved to be valid and effective. However, as West (2005) and others (e.g. Etter & Sutton 2002) point out, this is not the case. The stage of change algorithm is a magpie collection of questionnaire items that do not cohere particularly well. Two of the questionnaire items rely on arbitrary timeframes and binary yes- no response options. One need not be an expert.

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¡A Presentar en Español! Prepare: To prepare for this activity, review the vocabulary and grammar explanations from Capítulo 4. Continue to practice conjugating verbs in the present tense, to ask and answer questions, and to familiarize yourself with the vocabulary by completing several of the assigned practice activities in MySpanishLab. Reflect: What makes your city unique? What kinds of things do you and your friends enjoy doing on the weekends? Can you convey what you think will happen in the future? When was the last time that you wrote a postcard? What picture would make a perfect postcard for your city or town? Write: Choose one of the following activities to use for your initial response. · Activity #1: In Capítulo 4 of your primary text, explore activity 4-20 Qué Será, Será… (p. 148). Use the ir + a + infinitive construction to predict the future for yourself, your friends, your family, famous people, and so forth. Write five predictions of what will occur in the future for five different subjects (e.g., your children, the president of the United States, you, etc.). Consult page 148 for a model. · Activity #2: In Capítulo 4 of your primary text, explore activity 4-38 Una Tarjeta Postal (A Postcard) (p. 159). Write a postcard highlighting different things in your city or town. See if you can convince your classmates to visit! Use the following questions to organize your ideas. Write at least five complete sentences. Consult the model on page 159 of your primary text if needed. · ¿Qué lugares hay en tu pueblo o ciudad? · ¿Por qué son importantes o interesantes? · Normalmente, ¿qué haces allí? · ¿Adónde vas los fines de semana? · ¿Qué te gusta de tu pueblo o de tu ciudad? · Activity #3: In Capítulo 4 of your primary text, explore activity 4-22 En Tu Opinión (p. 150). Complete the following sentences about volunteer work. Be sure to follow up with additional details to give the reader a clear description of your opinion. Refer to the model on page 150. · Yo (no) soy un/a consejero/a perfecto/a porque… · Dos trabajos voluntarios que me gustan son … · Hay muchas residencias de ancianos en los Estados Unidos porque… · Yo apoyo al candidato __________ porque . . . · Cuando repartes comidas, puedes . . . Respond to Peers: Read through your classmates’ posts. Choose two different posts, and ask one question to each classmate, in Spanish, to elicit more information (Due by Day 5). Also, respond to one of the questions posed by your classmates in response to your initial post (Due by Day 5). Note: You will have a minimum of four posts, in Spanish, in this forum: · Your initial post (Due by Day 3) · A question posed to classmate 1 (Due by Day 5) · A question posed to classmate 2 (Due by Day 5) · An answer to a question posed by a classmate in response to your initial post (Due by Day 7) Tips for success: · Post your initial response by Day 3. If you post late, you may not have a question from a classmate to respond to in order to fu.

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You are the Human Resource Director for a 500-bed hospital. You have learned that the American Professionals Union is attempting to unionize your 1,000 registered nurses. The CEO has asked you to draft a plan—either supporting the nurses in their efforts OR attempting to remain union-free. Draft solid arguments—either pro or con—for presentation and recommendation to the CEO. Your paper should be a well-organized paper of six to eight pages in length (in addition to a title page identifying your name and the course number), clearly articulated, and to the point. Your paper must reflect APA style and contain at least three references other than the textbook, which may include Internet sources, professional journal articles, Carrell, M. R., & Heavrin, C. (2010). Labor relations and collective bargaining: Cases, practice, and law (9th ed.). Upper Saddle River, NJ: Prentice Hall. .

You are the Human Resource Director for a 500-.docx

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You are the commander three shifts of corrections officers (COs) working around the clock in a maximum-security cell block in a state penitentiary. You have an exceptionally good group of COs who have managed to intervene in most potentially violent problems without incident. They have developed an effective network of prison informants form the inmate population. There is a Middle-Eastern man who is about 65 years old serving a life sentence for the honor killing of his own daughter. He has been in the prison for about 10 years. Your COs report to you that his mental state appears to be deteriorating. He is a moderately religious person and feels there is no reason for terror violence. Every time an article about terrorism or the threat of terrorism is published in the newspapers provided by the prison library, the inmate reports to the COs that there is a planned violent takeover by the Muslims incarcerated in the same cell block. There are a number of American-born Muslims incarcerated in the cell block, and the inmate seems to have access to them as a sort of religious leader for prayer services and advice. At first, you took him seriously, but when he started to explain who the extremists were and what their mission was, you began to realize that he was just selecting inmates in the cell block and identifying them as potential inmates with violent intent. He would make up stories about the manufacture of makeshift weapons in the middle of the night. He would indicate that the Muslim extremists had contacts with other inmates throughout the prison and a comprehensive riot and plan to take over the prison was being planned. Several prison staff members working in the infirmary have been identified by the inmate as sympathetic to the extremists’ cause, and he has accused them of helping provide weapons and other materials. Please respond to the following questions. You must provide meaningful feedback to the main postings of at least two of your classmates. What are 2 types of disorders that might be affecting this complainant, and why did you consider them? What types of referrals are available for a mentally ill person of this sort? How should you continue to handle this inmate’s reported intelligence information, and why? .

You are the commander three shifts of corrections officers (COs) wor.docx

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You are the CEO of Acme Hospital, a small rural facility. On your staff, there is a physician (OB-GYN), Dr. Thomas Cole, with whom you have been having some problems. Dr. Cole: •does not finish his morning rounds on a regular basis •does not attend medical staff meetings •often very late in arriving to deliver babies •most of the time, the nurses on duty in the delivery room deliver the majority of Dr. Cole’s babies You know that these issues must be addressed but there are other connecting problems. •First, Dr. Cole is the son of Dr. Frederick Cole who just retired after 55 years of service with Acme Hospital. •“Dr. Fred” was much beloved among hospital staff and before he left, he used his charm and status to make certain staff members (you were not one) promise to help and to protect his son, the younger Cole. You know that when you begin raising these issues there will likely be resistance to take any action. Please discuss the following: •What are the possible liability issues that the younger Dr. Cole is exposing the facility to? •How would you manage the staff that promised to help the younger Dr. Cole? •Would you approach the elder Dr. Cole? Why or why not? •Is this a problem that can be “fixed”? If so, how can it be fixed? Are you willing to give the younger Dr. Cole the time to “fix” the issues as the CEO? Answer must be in APA format 150 words minimum .

You are the CEO of Acme Hospital, a small rural facility. On your .docx

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You are the assistant special agent in charge (ASAC) of the Organized Crime Task Force. Your boss, the special agent in charge (SAC), is an accountant by his academic background. You, on the other hand, are an attorney by virtue of your academic background. The SAC has asked you to go over certain witness-related situations that will be testified to in an upcoming trial. The SAC has concerns about some of the witness testimony and is trying to avoid embarrassment by turning in records that may not be usable by the Assistant United States Attorney (AUSA) prosecuting the case. Tommy "Two Toes" D’Natalia has a certified public accountant (CPA). He has been using his accountant to wash ill-gotten gains through his racketeering. The SAC has a subpoena for the CPA. D’Natalia is claiming privileged communication with his CPA, and it prohibits the accountant from testifying. Luigi "the Pipe" Cardone heard through the "grapevine" that Big Sal Salvatore has been telling everyone how he was told by Frankie “the Lip” Bonnano that Freddie "Fingers" Malone was murdered by his wife Slippery Sally Genovese-Malone. Cardone wants a deal to testify against Slippery Sally. Lawrence ‘Lucky’ Livorno drove the getaway car for a jewelry store heist. Bertram "Bugsy" Bertoli and Little Carmine D’Angelo went in and robbed the store. During the robbery, Bertoli shot and killed the store owner. D’Angelo and Livorno both want to testify to avoid the death penalty. Please include your answers in your main posting for the following questions. Support your answers with research. You must provide meaningful feedback to the main postings of at least two of your classmates. Identify which testimony is hearsay and likely to be inadmissible. Identify which testimony is privileged communication and which is not Identify how the “Best Evidence Rule” functions in relationship to the witness testimony being proffered .

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You are speaking to a 19-year-old female who has just told her mother that she is going to kill herself. Her parents brought her in to your office, and in gathering information from the parents you find out she has one past attempt and has threatened three previous times. What other information would you want to know from the parents? From the client? How would you assess her potential for suicide? How would you treat her? What might you feel if she succeeded in committing suicide, and how would you handle those feelings? .

You are speaking to a 19-year-old female who has just told her mothe.docx

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you are required to write a story ;explaining and analyzing how a ce.docx

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You are required to write a 1 0–15- page R esearch P aper. Th is assignment presents you with the opportunity to dig deeply into a particular topic of relevance to y our course . You must have a thesis statement followed by a review of the literature that summarizes what others have written about your topic. Conclude your paper with suggestions for future research on the topic. Your paper must not read like an annotated bibliography, nor should it be a series of disjointed paragraphs; rather, the information must be synthesized and flow smoothly. The 10–15-page requirement does not include the title page, abstract, and reference page. You must utilize at least 10 scholarly sources. Before submitting your Research Paper, you will submit a non-graded rough draft that serves as an accountability check for plagiarism. The order and length of your paper is as follows: 1. Title page – 1 page 2. Abstract – 1 page 3. Body of the paper – 10–15 pages 4. References page (10 scholarly sources) This assignment is due by 11:59 p.m. (ET) on Mon day of Module /Week 7 . .

You are required to write a 10–15-page Research Pape.docx

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You are required to develop a 10–15 slide PowerPoint presentation with script for the Centervale City School Board. Use APA in-text citations and external sources that are referred to on a corresponding references slide and include the following: Differentiate between the juvenile and adult justice systems by first defining the terms crime , delinquent act , and status offense . Because of the School Board’s familiarity with Rosie's juvenile case, discuss the nature of her offenses by identifying which ones are crimes, delinquent acts, or status offenses. Explain to the School Board the origin of juvenile rights and the process of juveniles' rights while in custody. Address the concerns raised by the school board member who wondered what would happen to Rosie because she ran from the police. Did Rosie's choice change her rights? Compare and contrast juvenile rights to the rights of an adult under similar circumstances. Use Rosie's case to illustrate to the School Board the similarities and differences of the juvenile and adult justice systems. Summarize the juvenile courtroom process using Rosie's case. Include Rosie's rights, and identify the courtroom parties who will be present: lawyers, judge, etc. Predict a probable series of events for Rosie's case and describe how the outcome might be different if Rosie were an adult. Integrate in your presentation to the School Board your proposed Juvenile Delinquency Reduction Plan from LASA 1. Describe how the plan might address one or more of the issues presented in Rosie's situation. Explain the steps in your plan that the School Board may find helpful in their plight to reduce juvenile delinquency throughout the Centervale School System. .

You are required to develop a 10–15 slide PowerPoint presentation wi.docx

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You are making a presentation to the supervisors in the company on the Tuckman forming, storming, norming, and performing model. Include the following: Put together a PowerPoint presentation that will explain the model and the highlights of each phase. Insert any examples you can. Include the fact that the stages can be repeated. Be sure to use the notes feature of PowerPoint to include your presentation script. .

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