This document outlines procedures for advocates to follow in common advocacy situations. It discusses responding to crisis calls involving recent sexual assault and identifying safety and support needs. It also covers medical-forensic exam procedures, timeframes, and determining appropriateness. The roles of advocates, Sexual Assault Nurse Examiners (SANEs), and other Sexual Assault Response Team (SART) members are differentiated. Procedures for law enforcement statement accompaniment and courtroom accompaniment are provided, including dos and don'ts. The document also addresses potential delays in exams and how to report issues. It concludes by discussing identifying possible signs of drug-facilitated sexual assault.
Per passar el lloguer de vacances a Espanya és realment una bona idea i ningú no pot ignorar. Catalunya Casas ofereix cases de vacances i cases a Barcelona i la Costa Brava a preus raonables.
Марио Линднер, ведущий менеджер по развитию рынка в регионе Восточная Европа и Россия компании Intel
Ключевой доклад компании Intel,
Форум решений Dell — 2015,
21 октября 2015 года
Per passar el lloguer de vacances a Espanya és realment una bona idea i ningú no pot ignorar. Catalunya Casas ofereix cases de vacances i cases a Barcelona i la Costa Brava a preus raonables.
Марио Линднер, ведущий менеджер по развитию рынка в регионе Восточная Европа и Россия компании Intel
Ключевой доклад компании Intel,
Форум решений Dell — 2015,
21 октября 2015 года
Part I Course TestimonyA suspect is captured at a shopping center.docxodiliagilby
Part I: Course Testimony
A suspect is captured at a shopping center's parking lot wearing a ski mask and matching the general description of the rapist given in the primary scenario. He now awaits trial on 6 counts of rape.* His defense attorney is arguing that his client (who is considered mentally challenged) is too intellectually deficient to be the culprit. The defense attorney argues that the absence of DNA, fingerprints, and other evidence shows that a much more intelligent perpetrator must have committed these crimes.
Instructions
Given your role as chief investigator for this case, answer the following questions in a PowerPoint presentation (4–6 slides) that you will deliver to the court in response to the defense attorney’s arguments:
What facts do you try to establish to link the offender to these crimes?
What evidence do you have linking the offender to the crimes?
What testimonies do you have linking the offender to the crimes?
Please note that the suspect will not confess to these crimes.
*Please note:
The criminal statutes that address rape or sexual assault often vary according to jurisdiction. These statutes may use different terms for the offense, such as ‘rape’ or ‘sexual assault’ and may even include different acts in their definitions of the crime than other jurisdictions. Please assume that this scenario takes place in a jurisdiction (such as Illinois, Nevada, or South Dakota, among others) in which the acts of the serial rapist could properly be charged as rape or sexual assault.
Part II: Child Molesters Presentation
You are to make a presentation for a parents' group meeting at the local school.
You will make a presentation on child molesters and give preventative strategy advice for the children to protect themselves against child molesters.
Create a PowerPoint presentation (4–5 slides) for this meeting with speaker notes (at least 150 words per slide).
Your presentation should include the following information:
Identification of Child Molesters
What is a child molester?
Who is likely to be a child molester? (M.O)
What are the types of molesters?
Expert Insight
Address misconceptions that parents have about child molesters.
Address the facts about child molesters.
Effects
What statistics have you found in molestation studies that would help educate parents/children?
Warnings
What signs can parents/children look for if child molestation is occurring in their community?
Prevention Strategies
How should parents talk to their children about child molesters?
What laws protect children from predators?
What types of campaigns might be out there to educate children/parents about child molesters?
.
Discussion Board Unit4 Proof Requirements and Sentencing Due.docxelinoraudley582231
Discussion Board Unit4 Proof Requirements and Sentencing Due Date: Initial post- Wed, Reply post -Sun, Points Possible: 75
The discussion assignment for this week includes a review of the Key Assignment Outline completed by one of your classmates, as well as a substantial response to at least one other student.
Primary Task Response: Your first task is to post your own Key Assignment Outline to the discussion area so that other students are able to review your plan. Attach your document to the main discussion post, and include any notes you feel are appropriate. The purpose of this assignment is to help improve the quality of the Key Assignment Draft you will complete next week.
Respond to Another Student: Review at least 1 other student's Key Assignment Outline and provide meaningful feedback. Refrain from general feedback, such as simply stating "good job." Your feedback to other students is most helpful if you not only point out weak areas but also offer suggestions for improvement. The best feedback takes a three-stage approach to identify what was done well, weaknesses, and areas for improvement.
Discussion Board Unit 4 Proof Requirements and Sentencing Due Date: Initial-Wed, Reply- Sun, Points Possible: 75
post an outline of their Key Assignment to the Discussion Board as part of your main post. The main post should include any necessary notes regarding the outline. You should complete at least 1 quality response to a classmate during the week using the three-stage approach to identify the following:
what was done well
weaknesses
areas for improvement
There is an expectation that grammar, spelling, punctuation, and format are correct and professional.
Individual Project Unit 4: Proof Requirements and Sentencing Due: Mon, see class Grading 150 Length: 1,250–1,500 words
Key Assignment
While working an undercover detail in a neighborhood known for drug activity, you notice a vehicle stopped at the intersection waiting for the light to change. The man in the vehicle makes eye contact with you. You approach his vehicle and begin carrying on a conversation with him. You ask him if he needs anything, and he responds by asking you, “What do you have?” You ask him what he is looking for, and he tells you he is looking to score. You show him a small bag containing a white powdery substance; he asks how much, and you respond, "20 dollars." He hands you a $20 bill, and you give him the bag and tip your hat to signal that the transaction was completed. At this time, the man drives off and is stopped a block away by a marked unit. The individual is placed under arrest for drug possession and purchasing drugs, and he is taken to jail.
The individual is charged with possession of a controlled substance. At his trial, he claimed that he was a victim of entrapment by the police. He was found guilty and sentenced to serve 5 years in jail and given credit for the 3 months he already had served in jail.
Assignment Guidelines
Address.
Best Practices for Conducting Sexual Harassment InvestigationsCase IQ
When an employee makes an allegation of sexual harassment in the workplace the company must act quickly to assess and investigate the complaint. This is one of the most difficult types of investigations, given the sensitive nature of sexual harassment, and a prompt, thorough and fair investigation is the only way to tackle the risk to the company, its employees and its reputation.
Join Angela J. Reddock-Wright, employment attorney, mediator, arbitrator, investigator and trainer as she outlines the elements of a well conducted sexual harassment investigation that addresses the needs of the complainant, the subject of the complaint, the other employees and the company.
The webinar will cover:
Assessing the credibility of the complainant
Outlining an investigation plan
Gathering evidence
Interviewing the complainant, witnesses and the subject of the complaint
Best practices for communicating with parties to a sexual harassment investigation
Following up with all parties
Making recommendations
10-12 slides with Notes APA Style ReferecesThe prosecutor is getti.docxvrickens
10-12 slides with Notes APA Style Refereces
The prosecutor is getting feedback from local law enforcement officers explaining that they are discouraged from making arrests in cases of domestic violence and child abuse. They claim that they have been either not making arrests in domestic violence situations or arresting both parties when they go out on a call. It seems that abused women often go back to the abusers, and children who get removed from the homes where they have been abused often return after removal. These occurrences have been especially demoralizing to law enforcement.
One of your jobs in working as a victim witness assistant is to help educate law enforcement on the nature and behaviors involved in domestic violence and child abuse. The prosecutor’s office has decided that you should present each of these topics for the next training session:
Topic 1: Domestic violence:
Your goal is to educate law enforcement to use best practices in the investigation of domestic abuse cases. Include the following topics:
How to approach a domestic violence situation when responding to an emergency call
when the parties should be separated
how to interview parties
what information needs to be in the report and why
how best to help a victim
what laws protect victims, including the use of protection orders
why victims return to abusers
length of time it may take to stay away from their abusers
Arrests
the legal standard needed to make an arrest in a domestic violence case
What evidence should be collected at the arrest?
Are dual arrests effective law enforcement?
how to assist domestic violence victims
reluctant victims
help for victims
Topic 2: Child Abuse:
Your goal will be to educate law enforcement about the dynamics of abuse and neglect cases. Include the following topics:
signs of child abuse and categories (physical, sexual, emotional)
difference between abuse and neglect
legal description of neglect
use of guardian
ad litems
the legal standards that must be met in removal from the home
termination of parental rights
requirements of Indian Child Welfare Act (ICWA)
role of court-appointed special advocates (CASA) in child abuse and neglect cases
role of social services in abuse and neglect cases
For more information on creating PowerPoint Presentations, please visit the Microsoft Office Applications Lab.
.
Chapter 6Introduction to LawLearning Objectives (1 of 2)JinElias52
Chapter 6
Introduction to Law
Learning Objectives (1 of 2)
Understand the meaning and objectives of tort law.
Describe the elements of negligence.
Explain how the commission and omission of an act differ.
Describe the importance of foreseeability in a negligence case.
Describe intentional torts and how they might occur in the healthcare setting.
2
Learning Objectives (2 of 2)
Describe the various crimes and give examples of how they might occur in the healthcare setting.
Explain the various elements of a contract.
Describe the pretrial and trial process.
Tort Law
A tort is a wrong, other than a breach of contract, committed against a person or property for which a court provides a remedy, generally in the form of monetary damages.
Objectives of Tort Law
Preservation of peace between individuals
Fault-finding for wrongdoing
Deterrence to wrongful acts
Indemnify injured person(s)
Negligence
Commission or omission of an act that a reasonably prudent person would or would not do under given circumstances.
Commission of an Act
Administering wrong medication
Administering wrong dosage of a medication
Administering medication to the wrong patient
Performing a procedure without patient consent
Performing procedure on wrong patient
Surgically removing the wrong body part
Failing to assess and reassess a patient’s nutritional needs
Omission of an Act
Failure to administer medication(s)
Failure to order required diagnostic tests
Failure to follow up on abnormal test results
Failure to perform “time-out” prior to the start of surgery to ensure the correct procedure is being conducted on the correct patient at the correct site
Malpractice
Negligence of a professional person:
Surgeon who conducts surgery on the wrong body part.
Nurse who administers wrong medication, injuring patient.
Pharmacist who mislabels a medication and the patient is harmed.
Forms of Negligence
Malfeasance
Misfeasance
Nonfeasance
Malfeasance
Execution of an unlawful or improper act.
Performing a partial birth abortion when prohibited by law.
Performing a procedure without having the appropriate credentials.
Misfeasance
Improper performance of an act.
Wrong-sided surgery.
Leaving an instrument in the patient’s body.
Nonfeasance
Failure to act when there is a duty to act.
Failure to prescribe antibiotics when indicated.
Failure to respond to emergency call.
Four Elements of Negligence
Duty to care
Breach of duty
Injury
Causation
Duty to Care
Legal obligation of care imposed on one to safeguard rights of others.
Duty created by statute:
Defendant must have been within specified class of persons outlined in the statute.
Plaintiff must have been injured in a way statute was designed to prevent.
Plaintiff must show that injury would not have occurred if the statute had not been violated.
Standard of Care
Actual performance of an individual in a given situation will be measured against what a reasonably prudent person would or would ...
This 2 hour course provides an overview of the best practices for developing a domestic violence court. It is appropriate for lawyers, counselors, social workers, victim advocates and probation officers.
Part I Course TestimonyA suspect is captured at a shopping center.docxodiliagilby
Part I: Course Testimony
A suspect is captured at a shopping center's parking lot wearing a ski mask and matching the general description of the rapist given in the primary scenario. He now awaits trial on 6 counts of rape.* His defense attorney is arguing that his client (who is considered mentally challenged) is too intellectually deficient to be the culprit. The defense attorney argues that the absence of DNA, fingerprints, and other evidence shows that a much more intelligent perpetrator must have committed these crimes.
Instructions
Given your role as chief investigator for this case, answer the following questions in a PowerPoint presentation (4–6 slides) that you will deliver to the court in response to the defense attorney’s arguments:
What facts do you try to establish to link the offender to these crimes?
What evidence do you have linking the offender to the crimes?
What testimonies do you have linking the offender to the crimes?
Please note that the suspect will not confess to these crimes.
*Please note:
The criminal statutes that address rape or sexual assault often vary according to jurisdiction. These statutes may use different terms for the offense, such as ‘rape’ or ‘sexual assault’ and may even include different acts in their definitions of the crime than other jurisdictions. Please assume that this scenario takes place in a jurisdiction (such as Illinois, Nevada, or South Dakota, among others) in which the acts of the serial rapist could properly be charged as rape or sexual assault.
Part II: Child Molesters Presentation
You are to make a presentation for a parents' group meeting at the local school.
You will make a presentation on child molesters and give preventative strategy advice for the children to protect themselves against child molesters.
Create a PowerPoint presentation (4–5 slides) for this meeting with speaker notes (at least 150 words per slide).
Your presentation should include the following information:
Identification of Child Molesters
What is a child molester?
Who is likely to be a child molester? (M.O)
What are the types of molesters?
Expert Insight
Address misconceptions that parents have about child molesters.
Address the facts about child molesters.
Effects
What statistics have you found in molestation studies that would help educate parents/children?
Warnings
What signs can parents/children look for if child molestation is occurring in their community?
Prevention Strategies
How should parents talk to their children about child molesters?
What laws protect children from predators?
What types of campaigns might be out there to educate children/parents about child molesters?
.
Discussion Board Unit4 Proof Requirements and Sentencing Due.docxelinoraudley582231
Discussion Board Unit4 Proof Requirements and Sentencing Due Date: Initial post- Wed, Reply post -Sun, Points Possible: 75
The discussion assignment for this week includes a review of the Key Assignment Outline completed by one of your classmates, as well as a substantial response to at least one other student.
Primary Task Response: Your first task is to post your own Key Assignment Outline to the discussion area so that other students are able to review your plan. Attach your document to the main discussion post, and include any notes you feel are appropriate. The purpose of this assignment is to help improve the quality of the Key Assignment Draft you will complete next week.
Respond to Another Student: Review at least 1 other student's Key Assignment Outline and provide meaningful feedback. Refrain from general feedback, such as simply stating "good job." Your feedback to other students is most helpful if you not only point out weak areas but also offer suggestions for improvement. The best feedback takes a three-stage approach to identify what was done well, weaknesses, and areas for improvement.
Discussion Board Unit 4 Proof Requirements and Sentencing Due Date: Initial-Wed, Reply- Sun, Points Possible: 75
post an outline of their Key Assignment to the Discussion Board as part of your main post. The main post should include any necessary notes regarding the outline. You should complete at least 1 quality response to a classmate during the week using the three-stage approach to identify the following:
what was done well
weaknesses
areas for improvement
There is an expectation that grammar, spelling, punctuation, and format are correct and professional.
Individual Project Unit 4: Proof Requirements and Sentencing Due: Mon, see class Grading 150 Length: 1,250–1,500 words
Key Assignment
While working an undercover detail in a neighborhood known for drug activity, you notice a vehicle stopped at the intersection waiting for the light to change. The man in the vehicle makes eye contact with you. You approach his vehicle and begin carrying on a conversation with him. You ask him if he needs anything, and he responds by asking you, “What do you have?” You ask him what he is looking for, and he tells you he is looking to score. You show him a small bag containing a white powdery substance; he asks how much, and you respond, "20 dollars." He hands you a $20 bill, and you give him the bag and tip your hat to signal that the transaction was completed. At this time, the man drives off and is stopped a block away by a marked unit. The individual is placed under arrest for drug possession and purchasing drugs, and he is taken to jail.
The individual is charged with possession of a controlled substance. At his trial, he claimed that he was a victim of entrapment by the police. He was found guilty and sentenced to serve 5 years in jail and given credit for the 3 months he already had served in jail.
Assignment Guidelines
Address.
Best Practices for Conducting Sexual Harassment InvestigationsCase IQ
When an employee makes an allegation of sexual harassment in the workplace the company must act quickly to assess and investigate the complaint. This is one of the most difficult types of investigations, given the sensitive nature of sexual harassment, and a prompt, thorough and fair investigation is the only way to tackle the risk to the company, its employees and its reputation.
Join Angela J. Reddock-Wright, employment attorney, mediator, arbitrator, investigator and trainer as she outlines the elements of a well conducted sexual harassment investigation that addresses the needs of the complainant, the subject of the complaint, the other employees and the company.
The webinar will cover:
Assessing the credibility of the complainant
Outlining an investigation plan
Gathering evidence
Interviewing the complainant, witnesses and the subject of the complaint
Best practices for communicating with parties to a sexual harassment investigation
Following up with all parties
Making recommendations
10-12 slides with Notes APA Style ReferecesThe prosecutor is getti.docxvrickens
10-12 slides with Notes APA Style Refereces
The prosecutor is getting feedback from local law enforcement officers explaining that they are discouraged from making arrests in cases of domestic violence and child abuse. They claim that they have been either not making arrests in domestic violence situations or arresting both parties when they go out on a call. It seems that abused women often go back to the abusers, and children who get removed from the homes where they have been abused often return after removal. These occurrences have been especially demoralizing to law enforcement.
One of your jobs in working as a victim witness assistant is to help educate law enforcement on the nature and behaviors involved in domestic violence and child abuse. The prosecutor’s office has decided that you should present each of these topics for the next training session:
Topic 1: Domestic violence:
Your goal is to educate law enforcement to use best practices in the investigation of domestic abuse cases. Include the following topics:
How to approach a domestic violence situation when responding to an emergency call
when the parties should be separated
how to interview parties
what information needs to be in the report and why
how best to help a victim
what laws protect victims, including the use of protection orders
why victims return to abusers
length of time it may take to stay away from their abusers
Arrests
the legal standard needed to make an arrest in a domestic violence case
What evidence should be collected at the arrest?
Are dual arrests effective law enforcement?
how to assist domestic violence victims
reluctant victims
help for victims
Topic 2: Child Abuse:
Your goal will be to educate law enforcement about the dynamics of abuse and neglect cases. Include the following topics:
signs of child abuse and categories (physical, sexual, emotional)
difference between abuse and neglect
legal description of neglect
use of guardian
ad litems
the legal standards that must be met in removal from the home
termination of parental rights
requirements of Indian Child Welfare Act (ICWA)
role of court-appointed special advocates (CASA) in child abuse and neglect cases
role of social services in abuse and neglect cases
For more information on creating PowerPoint Presentations, please visit the Microsoft Office Applications Lab.
.
Chapter 6Introduction to LawLearning Objectives (1 of 2)JinElias52
Chapter 6
Introduction to Law
Learning Objectives (1 of 2)
Understand the meaning and objectives of tort law.
Describe the elements of negligence.
Explain how the commission and omission of an act differ.
Describe the importance of foreseeability in a negligence case.
Describe intentional torts and how they might occur in the healthcare setting.
2
Learning Objectives (2 of 2)
Describe the various crimes and give examples of how they might occur in the healthcare setting.
Explain the various elements of a contract.
Describe the pretrial and trial process.
Tort Law
A tort is a wrong, other than a breach of contract, committed against a person or property for which a court provides a remedy, generally in the form of monetary damages.
Objectives of Tort Law
Preservation of peace between individuals
Fault-finding for wrongdoing
Deterrence to wrongful acts
Indemnify injured person(s)
Negligence
Commission or omission of an act that a reasonably prudent person would or would not do under given circumstances.
Commission of an Act
Administering wrong medication
Administering wrong dosage of a medication
Administering medication to the wrong patient
Performing a procedure without patient consent
Performing procedure on wrong patient
Surgically removing the wrong body part
Failing to assess and reassess a patient’s nutritional needs
Omission of an Act
Failure to administer medication(s)
Failure to order required diagnostic tests
Failure to follow up on abnormal test results
Failure to perform “time-out” prior to the start of surgery to ensure the correct procedure is being conducted on the correct patient at the correct site
Malpractice
Negligence of a professional person:
Surgeon who conducts surgery on the wrong body part.
Nurse who administers wrong medication, injuring patient.
Pharmacist who mislabels a medication and the patient is harmed.
Forms of Negligence
Malfeasance
Misfeasance
Nonfeasance
Malfeasance
Execution of an unlawful or improper act.
Performing a partial birth abortion when prohibited by law.
Performing a procedure without having the appropriate credentials.
Misfeasance
Improper performance of an act.
Wrong-sided surgery.
Leaving an instrument in the patient’s body.
Nonfeasance
Failure to act when there is a duty to act.
Failure to prescribe antibiotics when indicated.
Failure to respond to emergency call.
Four Elements of Negligence
Duty to care
Breach of duty
Injury
Causation
Duty to Care
Legal obligation of care imposed on one to safeguard rights of others.
Duty created by statute:
Defendant must have been within specified class of persons outlined in the statute.
Plaintiff must have been injured in a way statute was designed to prevent.
Plaintiff must show that injury would not have occurred if the statute had not been violated.
Standard of Care
Actual performance of an individual in a given situation will be measured against what a reasonably prudent person would or would ...
This 2 hour course provides an overview of the best practices for developing a domestic violence court. It is appropriate for lawyers, counselors, social workers, victim advocates and probation officers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. 8-2
Learning Objectives
Respond appropriately to a caller on a crisis line who
is reporting a recent sexual assault.
Identify correct procedures during a medical-forensic
exam.
Create a list of “dos and don’ts” for law enforcement
statement accompaniment and courtroom
accompaniment.
Differentiate the roles of advocates, SANEs, and other
SART members.
Identify special procedures and “red flags” for dealing
with drug-facilitated sexual assault.
3. 8-3
Responding to a Crisis Call
Identify immediate concerns.
Establish safety.
Explain services.
Arrange transportation.
4. 8-4
Responding to a Crisis Call, continued
Discuss evidence.
Address practical issues.
Arrange a time to meet.
Activate other first responders.
5. 8-5
Medical-Forensic Exam Timeframe
Within 72/96/120 hours (or longer; advocates
must know local policy).
Exceptions:
Hostage situations.
Force resulting in injury.
Ejaculation without cleanup.
6. 8-6
Medical-Forensic Exam:
Yes or No?
Sharon reported an assault that occurred
12 hours ago; there was no penetration or
apparent injury.
Jane reported an oral sexual assault that
occurred 24 hours ago.
7. 8-7
Medical-Forensic Exam:
Yes or No?
Thomas reported a rape and robbery that
occurred 5 hours ago.
Maria reported a rape by two strangers
that occurred 2 weeks ago.
9. 8-9
Accessing Support
The advocate and, if available, the SANE
should be called to the emergency
department automatically, not at the victim’s
request.
10. 8-10
Advocates and SANEs
May do some of the same things during
crisis intervention, but the roles are distinct.
Reinforce each other; the victim hears the
same things (e.g., it’s not your fault, your
reaction is normal, etc.) from two people,
helping to normalize the victim’s reaction.
Advocate should never be involved in
evidence collection.
11. 8-11
Dealing With
Emergency Department Delays
Up to 1 hour delay is common, even when
there is a SANE program.
If the victim is waiting for the SANE to arrive, it
may be helpful to explain the SANE’s role.
Report consistent, unexplained delays to your
supervisor, who can speak to the emergency
room supervisor or SANE supervisor.
12. 8-12
Dealing With Conflicts or Problems
Never try to “fix” any issues with the SART
yourself. Report any problems to your
supervisor.
13. 8-13
Law Enforcement Statement
Accompaniment
You are there to support the victim,
Do not interrupt any part of the interview;
you can address any concerns when the
interview is completed.
Law enforcement is part of your team.
It is important that victims tell the
complete truth.
14. 8-14
Law Enforcement Statement
Accompaniment
The investigator will ask questions for
clarification.
Recording varies from area to area.
Statement will usually be transcribed.
The victim reviews and signs;
this becomes their official
account of the sexual assault.
15. 8-15
If You Have Concerns
During the Statement
Never interfere with the interview.
Hold all comments or questions until after
the statement is complete.
Ask about any concerns with the officer
alone.
Talk with the victim, allowing the victim to
voice their feelings about the statement.
16. 8-16
Courtroom Accompaniment
You may accompany the victim to attorney
appointments as well as the courtroom.
The goal is to familiarize the victim with the
process and the courtroom.
Many prosecutors will discuss options with
victims.
If the case is plea bargained, work with the victim
so they can express their opinion.
17. 8-17
Support During a Case
If the prosecutor decides not to charge the case:
Go with the victim to the prosecutor’s office to
discuss the reasons why.
If the assailant is found guilty by trial:
The victim may want you to go with them to the
sentencing and provide support.
The victim impact statement is taken into
consideration by the judge when determining
the sentence.
18. 8-18
Activity
Dos and Don’ts
In groups, design a 1-minute presentation
on “dos and don’ts” for law enforcement
statement or courtroom accompaniment.
Present to the large group.
19. 8-19
Activity
Information Search and “Red Flags”
Worksheet 8.2
In small groups, use your manual
to complete the worksheet.
Write on your “red flags” possible
indications of drug-facilitated sexual assault.
Review in the large group.
20. 8-20
Learning Objectives
Respond appropriately to a caller on a crisis line who is
reporting a recent sexual assault.
Identify correct procedures during a medical-forensic
exam.
Create a list of “dos and don’ts” for law enforcement
statement accompaniment and courtroom
accompaniment.
Differentiate the roles of advocates, SANEs, and other
SART members.
Identify special procedures and “red flags” for dealing
with drug-facilitated sexual assault.