An abusive foster mother, Chornice Kabbelliyaa, was sentenced to 14 years in prison for torturing her foster daughter over many years. She stabbed the girl's eyes with needles, burned her tongue with a heated fork, and dropped weights on her feet. Despite many warnings from authorities about the girl's suspicious injuries, the state failed to remove her from Kabbelliyaa's home until she had lost vision in one eye. A review found a systemic failure by the Department of Social and Health Services and other groups to adequately protect the girl.
The document discusses Kentucky's child abuse epidemic, summarizing that over the past decade nearly 270 Kentucky children died from abuse or neglect, more than half in cases where officials already knew of or suspected problems. It provides examples of specific child abuse cases and fatalities in Kentucky, and examines risk factors for child maltreatment as well as failures within Kentucky's child protection system to prevent child deaths despite previous reports of abuse. It stresses that anyone suspecting child abuse has a duty under Kentucky law to report it.
Treatment Planning Rubric:
The student has:
Points
1. Clearly and accurately articulated a presenting issue that is relevant to the case. (0.5 page)
10
2. Used the EBP process to: (0.75 page)
a. Create a searchable question that could be used for a literature search to find relevant interventions for the primary presenting issue;
b. Identify ONE client factor that should be considered when planning for treatment, including the client’s internal capacities as well as external strengths and limitations;
c. Identify one clinician factor that is important to note about YOUR capacities, limitations, or resources.
5
5
5
3. Written ONE Treatment Goal that includes the following parts (2 pages)
a. ONE overarching treatment goal, written in positive and future-oriented language;
b. TWO objectives for that goal that are clear indicators of progress towards that client’s goal. They can be short or long-term and are measureable and do not rely purely on client self-report about his/her progress towards achieving the goal;
c. THREE strategies/tasks that are appropriate to achieve that goal and meet those objectives, making sure that attending or participating in treatment or therapy is NOT one of them.
d. ALL parts of the above (the goal, objectives, and tasks) are all written in SMART format.
15
15
15
15
4. Chosen ONE evaluation strategy that would be appropriate to evaluate the progress of your work and provided a rationale for why this approach might be effective. (0.75 page)
10
5. Has submitted a paper with no typos or grammatical errors and is clearly written.
5
TOTAL POINTS
100
The Case of the Smith Family
5 PM
11 6 2015 CAS
You are social worker for Families First, a private non-profit organization that provides families in a rural county in West Virginia with comprehensive social services including parenting classes, psycho-education and activity-based groups, babysitter training, day-care provider training, employment counseling, legal services, child visitation mediation services, and referrals to other social service agencies in your county that can provide food, clothing, housing, and medical care. Recently, the organization was featured in the local newspaper because it obtained a federal grant to train women in non-traditional jobs such as welding and carpentry.
You are a case manager at the agency under the supervision of a licensed clinical social worker. Your role includes service coordination and supportive services. Service coordination includes community outreach work, where you link the family not only to your own agency services but refer to other community agencies and informal resources to meet the unique needs of each family you service. Supportive services consists of providing emotional support, providing information, assessments, supportive therapies, resolving conflicts, and advocating on behalf of the family to assure they receive the services to which they are entitled.
You collect the following i ...
Essence Magazine
February 2007
SPECIAL REPORT
The New York City AIDS Experiment
By Kristal Brent Zook, Photography by Nitin Vadukul
Inside New York City's Administration for Children's Services headquarters on
William Street in Manhattan, there is a vaulted room known to staffers as the
Bubble. Hundreds of records are housed there: fat file folders containing vital
information about each of the foster children, most of them African-American and
Latino, ages 6 months and younger, who were enrolled in experimental HIV/AIDS
clinical trials conducted from 1988 to 2001. The records, overflowing with
information about the well-being of the children, fill about 60 lateral file
cabinets.
Dig deeper and it's quite possible that these files also contain answers to many
other questions that are now being asked --- or,
in some cases, shouted angrily --- by parents, children's advocates, community
activists and local politicians: questions about whether the experimental drugs
harmed the children and how, or if, some died as a result of the treatments. The
fact that some of the files were destroyed in a fire, ESSENCE learned, could mean
there is a possibility that many questions may never be answered.
Clinical Trials and Tribulations
In the late 1980's and early 1990's, hundreds of children in New York City were
dying of AIDS. A total of 321 newborns were infected with HIV in 1990, the year the
virus soared among infants. Something had to be done. "We fought to get people of
color into clinical trials," recalls Debra Fraser-Howze, founding president and CEO
of the National Black Leadership Commission on AIDS, the oldest agency addressing
AIDS in Black communities. "At that time they only had gay White men enrolled, and
activists rightfully argued for inclusion," says Fraser-Howze, who now chairs an
advisory committee investigating the clinical trials. In response, some doctors,
aware that AZT for adults had just been approved, began testing foster children ---
mostly from the poor communities of Harlem and the Bronx, where many of the children
were dying --- in clinical trials during the early 1990's.
Not everyone was happy with this arrangement. For years foster parents and
biological family members alleged that some children were being enrolled against
their will and without proper parental permission. Other families claimed they were
bullied into giving their children HIV drugs, and when parents no longer felt it was
safe to continue administering medicine, they stood to lose their children.
"Something seriously went wrong, well-intentioned though it may have been," said New
York City Council Member Bill Perkins during public hearings held in 2005. "We can't
duck it. We can't sugarcoat it." Sharman Stein, the director of communications for
the Administration for Children's Services (formerly known as the Bureau of Child
Welfare), says: "This is an issue that took place almost 20 years ago, long before
th.
Lisa Steinberg CaseOn 2 November 1987, at 645 A.M., the police .docxSHIVA101531
Lisa Steinberg Case
On 2 November 1987, at 6:45 A.M., the police and paramedics were called to a townhouse in New York's Greenwich Village by a woman who reported that her six-year-old daughter had stopped breathing. When the police arrived, they found Lisa Steinberg unconscious. Her face was bruised; there were numerous marks on her arms, lower back, and calves, and she was covered in grime. Her hair was disheveled and dirty. Hedda Nussbaum, Lisa's mother, had two black eyes, a split lip, and a nose that no longer had a bridge. She appeared confused and withdrawn and was slow in responding to the paramedic's request for information about the child. Joel Steinberg, Lisa's father, was disheveled and very nervous. A 16-month-old brother, Mitchell Steinberg, was found in his crib, dirty and smelling of urine. Lisa was taken to the hospital where she was diagnosed as brain dead; she died two days later. Upon questioning, Joel Steinberg said that 12 hours before the paramedics were called, Lisa had complained of an upset stomach and had vomited, so her parents had sent her to bed. When they checked on her, she was found unconscious.
The police investigation centered on Joel Steinberg as the obvious perpetrator. Following a 12-week trial, which was sensationalized in the media, he was sentenced to prison. What really happened to Lisa remained inconclusive. It was Steinberg who was tried, not Nussbaum. She was kept on the security ward in the psychiatric wing of a metropolitan hospital for security rather than medical reasons. Joel Steinberg became the central villain in the situation; Hedda Nussbaum became a cause celebre as a battered woman, even though there were many questions about her participation in the abuse of Lisa over the years and about the fact that she waited 12 hours to summon help for a six-year-old child.
The Lisa Steinberg situation, analyzed in great detail in reporter Joyce Johnson's book What Lisa Knew (1990), became an extremely popular news story with the American public because it forced people to reconsider their assumptions about child abuse and the types of people involved in such matters. Hedda Nussbaum was a Hunter College graduate, she had worked as a secretary, a teacher, an executive assistant to the vice-president of an educational company, and later as a children's book editor at Appleton, Century, Crofts. She came from an intact family where there was no history of abuse. She had involved herself in a variety of self-improvement therapies over the years. Joel Steinberg graduated from Fordham University and later from New York University Law School. At the time of Lisa's death, he was a practicing criminal lawyer in Manhattan.
Hedda Nussbaum and Joel Steinberg moved in together in his small village apartment 12 years before Lisa's death. They couldn't conceive, and both wanted desperately to have a baby whom they could develop into a highly sensitive and loving daughter. Hedda and Joel began to have constant fights ...
This document discusses child abuse in Colorado and the challenges of identifying and prosecuting abuse cases. It describes a case of severe child abuse where 4 boys were found living in filth and neglect. It also profiles Dr. Kathryn Wells, who conducts medical examinations of abused children, and Detective Teresa Gessner, who investigates abuse allegations. The document examines the complex issues around balancing parental rights with child protection.
Breif For Young Vs Bella And Ed Ethics Critiquejhollon
1. Wanda Young sued two professors, Bella and Rowe, from Memorial University of Newfoundland for breach of duty of care after Bella reported to child protective services that Young may have been abused as a child based on her school assignment, without discussing it with her first.
2. A jury found the professors negligent and awarded Young damages. An appeals court overturned this, but the Supreme Court of Canada restored the original ruling, finding the professors did not have reasonable cause to report Young without investigating further.
3. The Supreme Court found the professors breached their duty of care to Young as a student, and that while reporting suspected abuse is important, they also had a duty to discuss concerns with Young first before
William M. Leahey - General Interest Periodicalswilliammleahey
Nova Scotia government officials are protecting alleged child abusers by failing to aggressively pursue cases such as that of a former provincial youth centre employee.
This article summarizes a case involving the death of a 1-year old girl named Nayla. She was brought to the emergency room with injuries and later died from blunt force trauma. Two people, Angel and Perez, were named as persons of interest but never charged due to lack of evidence. Questions remain about whether the hospital properly reported Nayla's previous injuries to authorities as required by law. While the investigation continues, Nayla's family seeks justice and changes to ensure other children are better protected.
The document discusses Kentucky's child abuse epidemic, summarizing that over the past decade nearly 270 Kentucky children died from abuse or neglect, more than half in cases where officials already knew of or suspected problems. It provides examples of specific child abuse cases and fatalities in Kentucky, and examines risk factors for child maltreatment as well as failures within Kentucky's child protection system to prevent child deaths despite previous reports of abuse. It stresses that anyone suspecting child abuse has a duty under Kentucky law to report it.
Treatment Planning Rubric:
The student has:
Points
1. Clearly and accurately articulated a presenting issue that is relevant to the case. (0.5 page)
10
2. Used the EBP process to: (0.75 page)
a. Create a searchable question that could be used for a literature search to find relevant interventions for the primary presenting issue;
b. Identify ONE client factor that should be considered when planning for treatment, including the client’s internal capacities as well as external strengths and limitations;
c. Identify one clinician factor that is important to note about YOUR capacities, limitations, or resources.
5
5
5
3. Written ONE Treatment Goal that includes the following parts (2 pages)
a. ONE overarching treatment goal, written in positive and future-oriented language;
b. TWO objectives for that goal that are clear indicators of progress towards that client’s goal. They can be short or long-term and are measureable and do not rely purely on client self-report about his/her progress towards achieving the goal;
c. THREE strategies/tasks that are appropriate to achieve that goal and meet those objectives, making sure that attending or participating in treatment or therapy is NOT one of them.
d. ALL parts of the above (the goal, objectives, and tasks) are all written in SMART format.
15
15
15
15
4. Chosen ONE evaluation strategy that would be appropriate to evaluate the progress of your work and provided a rationale for why this approach might be effective. (0.75 page)
10
5. Has submitted a paper with no typos or grammatical errors and is clearly written.
5
TOTAL POINTS
100
The Case of the Smith Family
5 PM
11 6 2015 CAS
You are social worker for Families First, a private non-profit organization that provides families in a rural county in West Virginia with comprehensive social services including parenting classes, psycho-education and activity-based groups, babysitter training, day-care provider training, employment counseling, legal services, child visitation mediation services, and referrals to other social service agencies in your county that can provide food, clothing, housing, and medical care. Recently, the organization was featured in the local newspaper because it obtained a federal grant to train women in non-traditional jobs such as welding and carpentry.
You are a case manager at the agency under the supervision of a licensed clinical social worker. Your role includes service coordination and supportive services. Service coordination includes community outreach work, where you link the family not only to your own agency services but refer to other community agencies and informal resources to meet the unique needs of each family you service. Supportive services consists of providing emotional support, providing information, assessments, supportive therapies, resolving conflicts, and advocating on behalf of the family to assure they receive the services to which they are entitled.
You collect the following i ...
Essence Magazine
February 2007
SPECIAL REPORT
The New York City AIDS Experiment
By Kristal Brent Zook, Photography by Nitin Vadukul
Inside New York City's Administration for Children's Services headquarters on
William Street in Manhattan, there is a vaulted room known to staffers as the
Bubble. Hundreds of records are housed there: fat file folders containing vital
information about each of the foster children, most of them African-American and
Latino, ages 6 months and younger, who were enrolled in experimental HIV/AIDS
clinical trials conducted from 1988 to 2001. The records, overflowing with
information about the well-being of the children, fill about 60 lateral file
cabinets.
Dig deeper and it's quite possible that these files also contain answers to many
other questions that are now being asked --- or,
in some cases, shouted angrily --- by parents, children's advocates, community
activists and local politicians: questions about whether the experimental drugs
harmed the children and how, or if, some died as a result of the treatments. The
fact that some of the files were destroyed in a fire, ESSENCE learned, could mean
there is a possibility that many questions may never be answered.
Clinical Trials and Tribulations
In the late 1980's and early 1990's, hundreds of children in New York City were
dying of AIDS. A total of 321 newborns were infected with HIV in 1990, the year the
virus soared among infants. Something had to be done. "We fought to get people of
color into clinical trials," recalls Debra Fraser-Howze, founding president and CEO
of the National Black Leadership Commission on AIDS, the oldest agency addressing
AIDS in Black communities. "At that time they only had gay White men enrolled, and
activists rightfully argued for inclusion," says Fraser-Howze, who now chairs an
advisory committee investigating the clinical trials. In response, some doctors,
aware that AZT for adults had just been approved, began testing foster children ---
mostly from the poor communities of Harlem and the Bronx, where many of the children
were dying --- in clinical trials during the early 1990's.
Not everyone was happy with this arrangement. For years foster parents and
biological family members alleged that some children were being enrolled against
their will and without proper parental permission. Other families claimed they were
bullied into giving their children HIV drugs, and when parents no longer felt it was
safe to continue administering medicine, they stood to lose their children.
"Something seriously went wrong, well-intentioned though it may have been," said New
York City Council Member Bill Perkins during public hearings held in 2005. "We can't
duck it. We can't sugarcoat it." Sharman Stein, the director of communications for
the Administration for Children's Services (formerly known as the Bureau of Child
Welfare), says: "This is an issue that took place almost 20 years ago, long before
th.
Lisa Steinberg CaseOn 2 November 1987, at 645 A.M., the police .docxSHIVA101531
Lisa Steinberg Case
On 2 November 1987, at 6:45 A.M., the police and paramedics were called to a townhouse in New York's Greenwich Village by a woman who reported that her six-year-old daughter had stopped breathing. When the police arrived, they found Lisa Steinberg unconscious. Her face was bruised; there were numerous marks on her arms, lower back, and calves, and she was covered in grime. Her hair was disheveled and dirty. Hedda Nussbaum, Lisa's mother, had two black eyes, a split lip, and a nose that no longer had a bridge. She appeared confused and withdrawn and was slow in responding to the paramedic's request for information about the child. Joel Steinberg, Lisa's father, was disheveled and very nervous. A 16-month-old brother, Mitchell Steinberg, was found in his crib, dirty and smelling of urine. Lisa was taken to the hospital where she was diagnosed as brain dead; she died two days later. Upon questioning, Joel Steinberg said that 12 hours before the paramedics were called, Lisa had complained of an upset stomach and had vomited, so her parents had sent her to bed. When they checked on her, she was found unconscious.
The police investigation centered on Joel Steinberg as the obvious perpetrator. Following a 12-week trial, which was sensationalized in the media, he was sentenced to prison. What really happened to Lisa remained inconclusive. It was Steinberg who was tried, not Nussbaum. She was kept on the security ward in the psychiatric wing of a metropolitan hospital for security rather than medical reasons. Joel Steinberg became the central villain in the situation; Hedda Nussbaum became a cause celebre as a battered woman, even though there were many questions about her participation in the abuse of Lisa over the years and about the fact that she waited 12 hours to summon help for a six-year-old child.
The Lisa Steinberg situation, analyzed in great detail in reporter Joyce Johnson's book What Lisa Knew (1990), became an extremely popular news story with the American public because it forced people to reconsider their assumptions about child abuse and the types of people involved in such matters. Hedda Nussbaum was a Hunter College graduate, she had worked as a secretary, a teacher, an executive assistant to the vice-president of an educational company, and later as a children's book editor at Appleton, Century, Crofts. She came from an intact family where there was no history of abuse. She had involved herself in a variety of self-improvement therapies over the years. Joel Steinberg graduated from Fordham University and later from New York University Law School. At the time of Lisa's death, he was a practicing criminal lawyer in Manhattan.
Hedda Nussbaum and Joel Steinberg moved in together in his small village apartment 12 years before Lisa's death. They couldn't conceive, and both wanted desperately to have a baby whom they could develop into a highly sensitive and loving daughter. Hedda and Joel began to have constant fights ...
This document discusses child abuse in Colorado and the challenges of identifying and prosecuting abuse cases. It describes a case of severe child abuse where 4 boys were found living in filth and neglect. It also profiles Dr. Kathryn Wells, who conducts medical examinations of abused children, and Detective Teresa Gessner, who investigates abuse allegations. The document examines the complex issues around balancing parental rights with child protection.
Breif For Young Vs Bella And Ed Ethics Critiquejhollon
1. Wanda Young sued two professors, Bella and Rowe, from Memorial University of Newfoundland for breach of duty of care after Bella reported to child protective services that Young may have been abused as a child based on her school assignment, without discussing it with her first.
2. A jury found the professors negligent and awarded Young damages. An appeals court overturned this, but the Supreme Court of Canada restored the original ruling, finding the professors did not have reasonable cause to report Young without investigating further.
3. The Supreme Court found the professors breached their duty of care to Young as a student, and that while reporting suspected abuse is important, they also had a duty to discuss concerns with Young first before
William M. Leahey - General Interest Periodicalswilliammleahey
Nova Scotia government officials are protecting alleged child abusers by failing to aggressively pursue cases such as that of a former provincial youth centre employee.
This article summarizes a case involving the death of a 1-year old girl named Nayla. She was brought to the emergency room with injuries and later died from blunt force trauma. Two people, Angel and Perez, were named as persons of interest but never charged due to lack of evidence. Questions remain about whether the hospital properly reported Nayla's previous injuries to authorities as required by law. While the investigation continues, Nayla's family seeks justice and changes to ensure other children are better protected.
Instructions Define the following terms add and stir, and sex role.docxlanagore871
Instructions: Define the following terms: add and stir, and sex roles. Keep these two concepts in mind while reading the following scenario. Answer the questions below.
Virginia High School Teacher Arrested for Sexting Student
A 27-year-old high school teacher in Virginia was busted for sexting a former student after his parents found nude pictures of her on his cell phone, police said.
Cara Alexander, an English teacher at Woodside High School in Newport News, was arrested Friday and charged with several offenses, including contributing to the delinquency of a minor.
The 17-year-old student told his parents that he was also in a sexual relationship with Alexander, a full-time ninth-grade teacher at the school since 2010, reported ABC affiliate WVEC-TV.
While the teen was previously under Alexander’s watch, he currently attends a different school, a Newport News Public Schools spokeswoman told The Virginian-Pilot.
Officials didn’t immediately say how long Alexander had allegedly been sexting the teen, although they don’t believe they engaged in any inappropriate activity on school grounds.
1. Do you think the “add and stir” approach can explain the behavior of the female teacher? Why or why not?
2. Do you think sex roles can explain the behavior of the female teacher?
3. Do you think she committed a crime? Does she deserve to be punished? If so, what type of punishment should she receive?
4. If you were the parent of the student, how would you feel about her behavior?
Davenport High School Teacher Arrested for Sexting
A second-year high school teacher faced a judge for the first time late Thursday afternoon on 47 charges that would get any parent fired up.
Dale Pennington is accused of using his position as a teacher at Ridge Community High School in Davenport to engage in a highly inappropriate relationship with a 16-year-old girl. Polk County Sheriff Grady Judd said it started last spring when the girl was in Pennington’s world history class.
“She’s a student and he began to text with her,” he said. “And it went from texting to sexting.”
Then from sexting to e-mailing porn videos and discussing their fantasies of having sex together, Judd said. As of now, there’s no evidence the two actually had sex, but investigators say Pennington told them he would have had sex with her, if they could have arranged it.
"I'm just to the point of being numb," said Judd at a news conference Thursday afternoon. “We want to do our best to make sure this guy goes to prison. He needs to go to prison on his own accord for this conduct."
Parents at Ridge Community High School learned of the arrest through a message from the school.
“A big surprise,” said Lourdes Albizu, whose daughter, Diana, had Pennington as a teacher last year and thought he was a good teacher.
She said she's never had a problem with the school, but this case does raise more questions.
“I was asking her, how did he get (the st ...
Polly Campbell, Director of the Sexual Assault Forensic Examiner Program, has witnessed Mila Malenko, now age 5, not being protected from abuse by her biological father over nearly 3 years despite multiple reports and evidence of abuse. When Mila was 2.5 she disclosed sexual abuse by her father to Campbell, but DHHS and courts refused to protect her, forcing continued unsupervised contact. Since then more evidence has emerged through Mila's continued disclosures, medical tests, and expert opinions, but DHHS and courts continue to disregard the danger to Mila. Campbell is speaking out under whistleblower protections.
Submit your solution document in the form of a single MS Word file.docxpicklesvalery
Submit your solution document in the form of a single MS Word file on or before the cut-off date shown above.
Additional instructions:
1. You will need to indicate clearly on the front page your name, student ID, course title and assignment number. Note also the following:
Spacing (between the lines): 1.5 or double spacing
Font style: Arial or Times New Roman preferred
Font size: 12 preferred (min 11 and max 13)
2. Summarise using your own words as much as possible. You must document all information that you use from another source, or you will be penalized severely. You must acknowledge these by using the APA documentation style. This includes both in-text citations and end-of-text referencing.
3. If you copy from the work of another student, regardless of the course or programme, you will be severely penalized. You are not permitted to re-use material from past assignments whether in part or in full. All of the above actions can result in your failing the TMA.
Learning outcomes
Cite sources in writing using the proper citation and referencing style.
Evaluate information critically from various sources to respond to a task.
Synthesise information from various sources in writing in response to a given task.
Develop a rhetorical structure of an essay.
Question 1
Family violence laws under review after spate of abuse cases
SINGAPORE — In light of recent high-profile cases of child abuse, the laws are being reviewed to enhance deterrence of family violence and to ensure that those responsible are appropriately dealt with, said Minister for Social and Family Development Tan Chuan-Jin yesterday.
“(We) need to look at our laws in terms of whether there is sufficient deterrence, whether the way consequences are meted out is the way we want to go,” said Mr Tan, who added that the Home Affairs Ministry and Law Ministry are looking into the issue. Two weeks ago, a couple were jailed for their ruthless torture of a two-year-old toddler, Mohamad Daniel Mohamad Nasser, which led to his death last November.
The toddler’s mother, Zaidah, 41, was sentenced to 11 years’ jail for voluntarily causing grievous hurt and child abuse.
Her boyfriend Zaini Jamari, 46, was given a 10-year jail term and 12 strokes of the cane for voluntarily causing grievous hurt to, and ill-treating, the boy.
Two days after the verdict, Law and Home Affairs Minister K Shanmugam posted on his Facebook page: “For cases like this, we need to see whether the current legal framework is adequate. They ruthlessly tortured the child for more than a month, and effectively killed him.”
He also said people must be encouraged to make a report “immediately” when they are aware of cases of abuse.
Expressing similar sentiments yesterday, Mr Tan said cases of family violence, including child and elderly abuse, often persist because bystanders have kept silent.
“We always wonder, ‘Why did it happen?’ ... You look at the rest of the people involved, you will alway ...
A 12-year-old female client wrote a suicide note and gave it to a friend after being molested by her stepfather for 2 years and 9 months. She previously attempted suicide. The client lives with her mother and has no siblings. She has a court appearance regarding the abuse and is increasingly frightened and depressed. The physician recommends inpatient treatment to address her suicide attempts and history of sexual abuse.
This document discusses the role of EMS in dealing with violence against children, adults, and the elderly. It notes that EMS has an important role to play in identifying and documenting suspected cases of abuse. EMS is legally mandated to report any reasonable suspicion of abuse. The document provides guidance on procedures for suspected child abuse cases, including contacting authorities and making a report to the child abuse hotline. It emphasizes the importance of thorough assessment and documentation while avoiding confrontation with caregivers.
Juvenile Offender Assignment
Grading Form
Content (70%)
Points Earned: /10.5
1. All key elements of the assignment are covered in a substantive way. Major points are stated clearly, and are supported by specific details, examples, or analysis.
0. Describe the process the juvenile will follow after arrest—from intake, through court, sentencing, and punishment or rehabilitation. Consider any accommodation necessary for juveniles with special needs. The process should be based on actual state laws and the practices of your state or a state with which you are familiar.
0. Include a brief corrections plan created in the mode most appropriate for the level of offense, such as a recommendation memo to Child Protective Services or the school principal for a status offense, a letter to judge regarding sentencing for a nonviolent offense, a proposal for a community intervention strategy, or a report to corrections for a violent offender.
1. The paper links theory to relevant examples and uses the vocabulary of the theory correctly.
Comments:
Organization (15%)
Points Earned: /2.25
1. The tone is appropriate to the content and assignment.
1. The introduction provides a sufficient background on the topic and previews major points.
1. Paragraph transitions are present, logical, and maintain the flow throughout the paper.
1. The conclusion is logical, flows from the body of the paper, and reviews the major points.
Comments:
Mechanics (15%)
Points Earned: /2.25
1. The paper—including tables and graphs, headings, title page, and reference page— is consistent with APA formatting guidelines and meets course-level requirements.
1. Intellectual property is recognized with in-text citations and a reference page.
1. Rules of spelling, grammar, usage, and punctuation are followed.
1. Sentences are complete, clear, concise, and varied.
Comments:
Total Point Earned: /15
Comments:
Juvenile Offender Case Studies
CJS/245 Version 1
1
Juvenile Offender Case Studies
CASE STUDY ONE: COLLEEN M.
Colleen M. is a 15-year-old Caucasian girl. She has lived in the state for her entire life. Her father abandoned the family when she was an infant and her mother is currently in a drug rehabilitation facility. Colleen has been living on a farm with her aunt. Although she has no prior contact with the law, she admits to having run away from her aunt in the past, though she always returned on her own.
Colleen’s current trouble is centered on a neighbor’s dispute about her dog. After the dog bit the neighbor, the neighbor threatened and attempted to take the dog to animal control. When the neighbor later found Colleen and the dog trespassing on her property, the neighbor verbally threatened to “get” them both. Apparently, the neighbor set fire to a scarecrow on her property to emphasize her point.
At this point, Colleen threw a nearby bucket of liquid on the neighbor. The liquid was later determined to be a pesticide. The pesticide burned the skin on contact and ...
Hidden in Plain Sight - Stories Behind the Statistics tierneyducharme
“Violence against children is widespread but not inevitable.
Bringing it to an end is a shared responsibility.”
UNICEF, “Hidden in Plain Sight”
There is a story behind every statistic.
Sexual Abuse in California Schools, what you need to knowTaylor & Ring
Sexual Abuse in California Schools, what you need to know.
Taylor & Ring - Aggressive Los Angeles Sexual Abuse Lawyers Holding Schools Responsible When Their Students Are Harmed.
Final Project Case StudiesCase 1. Hot burglaryAt 16, Ray s.docxlmelaine
Final Project Case Studies
Case 1. Hot burglary
At 16, Ray seemed to have a good life. He had a high IQ and a 4.0 GPA. He had lots of friends, and they enjoyed hanging out. What no one knew was that Ray’s home life was miserable. His stepfather, a successful businessman who had married Ray’s mother 10 years earlier, had always rejected Ray the boy. The stepfather constantly belittled Ray in public and at home. Ray’s mother could do nothing to protect her son. Nor could she protect herself from the physical abuse her husband inflicted on her. Frequently Ray witnessed his stepfather assaulting his mother, throwing her to the floor and punching her. His half-sister, 11 years his junior, was adored by the father because she was his biological daughter. The rejection by the stepfather and earlier separation from his biological father impacted Ray’s self-perception, and by age 17 Ray was acting out. His MO was burglarizing the homes of the affluent. Sometimes he had help from friends and other times he went in alone. As he progressed in his criminal behavior, he found himself entering homes where people were present and asleep, also referred to as hot burglaries. He reported how powerful and in control he felt when standing in a bedroom of his victims while they slept. Later he would masturbate while thinking about the burglaries.
Case 2. Family Homicide
A devout Christian, married woman living in Florida had 6 children. She suffered from depression for many years. Each pregnancy and the addition of another child added to her stress and depression. Over time her conditioned worsened and her family insisted that she seek therapy. She was prescribed anti-psychotic medications and regular visits with a therapist. Over time her doses of medications doubled but her depression pulled her down into states of psychosis. There were moments of clarity. She admitted to her therapist that she was having thoughts of harming her children. That admission resulted in someone being with her at all times to supervise.
Her husband was not convinced that there was anything really wrong with her other than that she could use a “good swift kick in the pants” to get her back on track. Besides, they both wanted children. They even decided that she would go off her anti-psychotic medication so she could get pregnant again. Besides, he argued, it was God’s will for them that they have lots of children. In truth the woman had actually reported to her therapist that it was her husband who wanted more children and that he convinced her it was the right thing to do and that all would be well according to God’s plan.
The husband soon decided that his wife really did not need constant supervision and, without notifying the therapist, he went off to work leaving her alone with the 6 children. He believed she needed some independence. The wife waited until she knew he was gone and placed the family dog in a secure space so he would not interfere with what she was about t ...
The documents discuss the harms of psychological/emotional abuse and bullying of children. They find that emotional abuse can be as damaging as physical abuse and take a toll on children's mental and physical health. Signs of emotional abuse include belittling, humiliating, neglecting or terrorizing children. Younger victims of emotional abuse are also more likely to develop alcohol addiction later in life. While emotional abuse is common, it often goes unrecognized and lacks attention compared to other forms of child abuse. More awareness and efforts are needed to address this issue.
The document discusses California standards for social work training and includes sections contributed by different authors on topics such as subpoenas, child abuse reporting requirements, elder abuse reporting requirements, dual relationships, Laura's Law, and the Tarasoff ruling. It provides an overview and references for further information on various legal and ethical issues that social workers may encounter.
Here’s the December 2021 update on the Ghislaine Maxwell case, currently underway in Manhattan, NY.
https://wasatchdefenselawyers.com/where-is-ghislaine-maxwell-now/
The documents discuss psychological/emotional abuse of children and its impacts. The first document indicates that psychological abuse can be as harmful as physical abuse and may be underrecognized. It summarizes research finding psychological abuse negatively impacts children's health. The second document discusses how belittling or neglecting children is considered a form of psychological maltreatment that can have devastating long-term effects, similar to other forms of child abuse. The third document provides background on the prevalence and challenges of addressing psychological abuse of children.
Part 2 of the Bully In The Bedroom news article.
News articles provide great practice material to listen and improve your British accent
Get the training at www.learningbritishaccent.com
Current EventsDo an internet search and locate a fairly recent c.docxalanrgibson41217
Current Events
Do an internet search and locate a fairly recent crisis incident where negotiations were involved. Then, write a 1 page paper, summarizing the event and explaining how that event relates to the Unit 1 content: the present status of crisis negotiations in today’s society.
Be sure to cite your source link to the current event on your references page and also enter the citation on the webliography tab for the rest of class to view.
NORMAL
LIFE
Administrative Violence,
Critical Trans Politics, and the
Limits of Law
DEAN
SPADE
South End Press
Brooklyn, NY
Preface
7
In 2002, I opened the doors of the Sylvia Rivera Law
Project (SRLP). I had raised enough grant money to rent a desk
and a phone at a larger poverty law organization, and had spread
the word to other service providers like drug treatment centers,
legal aid offices, mental health centers, needle exchanges, and
community organizations that I would be providing free legal
help to trans people. I never would have guessed the number of
people who would call the organization for help or the gravity
and complexity of the problems they face.
My first call came from the men’s jail in Brooklyn.1 Jim, a
25-year-old transman, was desperate for help; he was facing a se-
vere threat of rape and already experiencing harassment. Jim is a
trans person with an intersex condition.2 He was raised as a girl,
but during adolescence began to identify as male. To his family
he remained female-identified, but in the world he identified as
male, changing clothes every night when he returned home and
trying to avoid contact between his family and everyone else he
knew. The stress of living a “double life” was immense, but he
knew it was the only way to maintain a relationship with his fam-
ily, with whom he was very close.
When Jim was nineteen, he was involved in a robbery for
which he received a sentence of five years probation. During the
second year of that probation period, Jim was arrested for drug
possession. He was sentenced to eighteen months of residential
8 NORMAL LIFE
drug treatment and sent to a male residential facility. In what was
a purportedly therapeutic environment, Jim discussed his inter-
sex condition with his counselor. His confidentiality was broken
and soon the entire staff and residential population were aware
of Jim’s intersex condition and trans history. Jim faced a threat of
rape and the staff of the facility refused to help or protect him.
Out of fear and self-protection, he ran away from the facility.
I met Jim after he had turned himself in, wanting to deal with
his outstanding criminal charges so that he could safely apply
to college and get on with his life. Jim was now in a Brooklyn
men’s jail, again facing a threat of rape. The jail administration’s
refusal to continue Jim’s testosterone treatments had caused him
to menstruate; when Jim was strip searched while menstruating,
other inmates and staff.
Client is a 17 year old African American male that presented for.docxbartholomeocoombs
Client is a 17 year old African American male that presented for a Comprehensive Assessment to determine eligibility for services. Though biologically male, she has socially transitioned and prefers to be addressed as Charmaine. The client identifies as a female. Her outward appearance was that of a teenage female. Present at the assessment was foster parent. During the assessment, client was argumentative with foster parent and disrespectful; indicating she did not want to come for services. Client reports she has no issues. She is resistant to available resources.
Information gathered was obtained from other records and the foster mom. The client engages in disruptive behaviors and these behaviors have been evident for an extended period of time. Client recently moved to this foster placement. Client’s history is significant for multiple placement changes. She was adopted at approximately the age of four (4) and was placed in DSS custody at age 16. Prior to a request to have the client moved from the former placement, the client cut her genitals (scrotum) with a razor, requiring fifteen (15) stitches to close the wound. The client reports that it was a “shaving accident” and her hand slipped when she was trying to shave her legs. When asked about consideration for a gender reassignment, client responded she was unsure. Documents indicate she has discussed previously.
It has been reported that the client is overtly defiant with adult authority figures, and often responds with attempts to engage others in verbal arguments. She has shown a pattern of poor emotional regulation. The client has been involved with mental health services for an extended period of time and she has struggled with behaviors and interpersonal interactions. Her problematic interpersonal interactions are often triggered by being unable to obtain her immediate wants, and this poor impulse control often leads to emotional displays of anger and frustration, and they often interfere with her ability to maintain a positive interaction with others.
Client’s history is significant for multiple traumas-abuses and neglects in the biological home, struggles to acclimate and the adoptive home and subsequent discharge to DSS custody. It is reported that client’s biological parents have history for alcohol and drugs, mental illness and general instability.
The client has been provided extensive mental health services ranging from outpatient services to those requiring a secure residential facility. Documents indicate client has made threats of suicidal ideation and threats of homicidal intent (threatened to poison her adopted mother) but she denies.
The client resides currently with a foster parent. Her biological mother was killed by her aunt. Her father was recently released from prison and resides in a halfway house in Ohio.
What was the client’s diagnosis? Gender Dysphoria in Adolescents and Adults, Borderline Personality Disorder, Attention-Deficit/Hyperactivity Disorder.
The document discusses the tragic case of Jeffrey Baldwin, a young boy who died of abuse and neglect while in the care of his grandparents. It describes how Jeffrey was failed by the system - his biological parents, the child services agency who placed him with his grandparents who had abusive histories, and the case worker who failed to properly investigate signs of abuse. Jeffrey lived in constant suffering until his death at age 5 when his severely malnourished and battered body was discovered. His story highlights the importance of early childhood educators being aware of signs of abuse and advocating for children who cannot advocate for themselves.
Your NamePractical ConnectionYour NameNOTE To insert a .docxnettletondevon
Your Name
Practical Connection
Your Name
NOTE: To insert a different Cover Page select the Insert tab from the Ribbon, then the cover page you want. Insert Your Name. Enter Your Industry and Phase below. You can use this template if you wish. Please erase this note before you submit.
Table of Contents
Phase 1: Educational and Employment History 2
Educational History and Goals (Include Certifications) 2
Employment History and Goals (Do NOT mention the name of the company you are writing about). 2
Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry) 2
Hosts and Nodes 2
IPv4 versus IPv6 2
Firewall 2
Virtual Private Network (VPN) 3
Proxy Servers 3
Network Address Translation (NAT) 3
Routers, Switches, and Bridges 3
The Domain Name System (DNS) 3
Intrusion Detection Systems and Intrusion Prevention Systems (IDS/IPS) 3
Network Access Control 3
Phase 3: As a Security Consultant and based on what you have learned in this course, how would you improve your company’s Telecommunications and Network Security Protocols? 3
Improvement 1 3
Improvement 2 3
Improvement 3 3
Bibliography 4
NOTE: To include a Word generated TOC select the References tab from the Ribbon, then Table of Contents. Select the format you wish. Remember, to use the built-in TOC you must use the MS Word “Styles” format from the Ribbon, specifically “Heading 1” for each phase heading, “Heading 2” for the phase sub-headings and “Normal” for the body.
Remember to update the TOC after adding any data to the body of the paper. To update the TOC simply click anywhere in the TOC, select Update Table, then select Update entire table and OK.
Please erase this note before you submit.Phase 1: Educational and Employment HistoryEducational History and Goals (Include Certifications)
Type Your Data Here.
NOTE: For each Phase you must have at least 2 references. Please use the References feature of Microsoft Word to manage your references.
To add a reference to the database do the following:
Select References from the Ribbon
Select Style, then APA
Select Insert Citation
Select Add New Source
Select Type of Source
Fill in the required information, select OK
To insert a reference from the database do the following:
Place the cursor just before the period at the end of the sentence. Then select Insert Citation and select the correct reference from the list (Sewart, 2014).
Please erase this note before you submit.Employment History and Goals (Do NOT mention the name of the company you are writing about).
Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here.Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry)Hosts and Nodes
Type Your Data Here. Type Your Data Here. Type Your Da.
Your namePresenter’s name(s) DateTITILE Motivatio.docxnettletondevon
Your name:
Presenter’s name(s):
Date:
TITILE:
Motivation(s)/Statement of problem(s):
Objective(s):
Approach(s):
a. Materials:
b. Methods:
Findings:
Conclusions
LETTERS
nature materials | VOL 3 | APRIL 2004 | www.nature.com/naturematerials 249
T issue engineering aims to replace, repair or regeneratetissue/organ function, by delivering signalling molecules andcells on a three-dimensional (3D) biomaterials scaffold that
supports cell infiltration and tissue organization1,2. To control cell
behaviour and ultimately induce structural and functional tissue
formation on surfaces, planar substrates have been patterned with
adhesion signals that mimic the spatial cues to guide cell attachment
and function3–5. The objective of this study is to create biochemical
channels in 3D hydrogel matrices for guided axonal growth. An agarose
hydrogel modified with a cysteine compound containing a sulphydryl
protecting group provides a photolabile substrate that can be
patterned with biochemical cues. In this transparent hydrogel we
immobilized the adhesive fibronectin peptide fragment, glycine–
arginine–glycine–aspartic acid–serine (GRGDS),in selected volumes of
the matrix using a focused laser.We verified in vitro the guidance effects
of GRGDS oligopeptide-modified channels on the 3D cell migration
and neurite outgrowth. This method for immobilizing biomolecules in
3D matrices can generally be applied to any optically clear hydrogel,
offering a solution to construct scaffolds with programmed spatial
features for tissue engineering applications.
Hydrogels have been widely studied as tissue scaffolds because they
are biocompatible and non-adhesive to cells, allowing cell adhesion
to be programmed in6–8. Current microfabrication methods for
3D hydrogel matrices with controlled intrinsic structure mainly
include photolithographic patterning9–11, microfluidic patterning12,
electrochemical deposition13 and 3D printing14. Notably, although these
layering techniques can conveniently shape the hydrogel on X–Y planes,
they have limited control over both the coherence of the layers along the
z direction and the local chemistry. Combining photolabile hydrogel
matrices with focused light provides the possibility of eliminating the
layering process and directly modifying the local physical or chemical
properties in 3D. This results in a promising (and perhaps facile) way to
fabricate novel tissue constructs15,16, as is described herein to control cell
behaviour by controlling the local chemical properties of gels.
Reconstituting adhesive biomolecules into biomaterials is of great
importance to understanding cell–substrate interactions that can be
translated to tissue-regeneration designs. Using 2D lithographic
techniques, adhesive biomolecules can be localized in arbitrary shapes
and sizes17,18. For example, patterning narrow strips of the extracellular
matrix (ECM) adhesion protein, laminin, on non-cell-adhesive 2D
substrates elicited.
More Related Content
Similar to Abusive foster mother gets 14 years in prisonBy JOHN IWASAKI, P-.docx
Instructions Define the following terms add and stir, and sex role.docxlanagore871
Instructions: Define the following terms: add and stir, and sex roles. Keep these two concepts in mind while reading the following scenario. Answer the questions below.
Virginia High School Teacher Arrested for Sexting Student
A 27-year-old high school teacher in Virginia was busted for sexting a former student after his parents found nude pictures of her on his cell phone, police said.
Cara Alexander, an English teacher at Woodside High School in Newport News, was arrested Friday and charged with several offenses, including contributing to the delinquency of a minor.
The 17-year-old student told his parents that he was also in a sexual relationship with Alexander, a full-time ninth-grade teacher at the school since 2010, reported ABC affiliate WVEC-TV.
While the teen was previously under Alexander’s watch, he currently attends a different school, a Newport News Public Schools spokeswoman told The Virginian-Pilot.
Officials didn’t immediately say how long Alexander had allegedly been sexting the teen, although they don’t believe they engaged in any inappropriate activity on school grounds.
1. Do you think the “add and stir” approach can explain the behavior of the female teacher? Why or why not?
2. Do you think sex roles can explain the behavior of the female teacher?
3. Do you think she committed a crime? Does she deserve to be punished? If so, what type of punishment should she receive?
4. If you were the parent of the student, how would you feel about her behavior?
Davenport High School Teacher Arrested for Sexting
A second-year high school teacher faced a judge for the first time late Thursday afternoon on 47 charges that would get any parent fired up.
Dale Pennington is accused of using his position as a teacher at Ridge Community High School in Davenport to engage in a highly inappropriate relationship with a 16-year-old girl. Polk County Sheriff Grady Judd said it started last spring when the girl was in Pennington’s world history class.
“She’s a student and he began to text with her,” he said. “And it went from texting to sexting.”
Then from sexting to e-mailing porn videos and discussing their fantasies of having sex together, Judd said. As of now, there’s no evidence the two actually had sex, but investigators say Pennington told them he would have had sex with her, if they could have arranged it.
"I'm just to the point of being numb," said Judd at a news conference Thursday afternoon. “We want to do our best to make sure this guy goes to prison. He needs to go to prison on his own accord for this conduct."
Parents at Ridge Community High School learned of the arrest through a message from the school.
“A big surprise,” said Lourdes Albizu, whose daughter, Diana, had Pennington as a teacher last year and thought he was a good teacher.
She said she's never had a problem with the school, but this case does raise more questions.
“I was asking her, how did he get (the st ...
Polly Campbell, Director of the Sexual Assault Forensic Examiner Program, has witnessed Mila Malenko, now age 5, not being protected from abuse by her biological father over nearly 3 years despite multiple reports and evidence of abuse. When Mila was 2.5 she disclosed sexual abuse by her father to Campbell, but DHHS and courts refused to protect her, forcing continued unsupervised contact. Since then more evidence has emerged through Mila's continued disclosures, medical tests, and expert opinions, but DHHS and courts continue to disregard the danger to Mila. Campbell is speaking out under whistleblower protections.
Submit your solution document in the form of a single MS Word file.docxpicklesvalery
Submit your solution document in the form of a single MS Word file on or before the cut-off date shown above.
Additional instructions:
1. You will need to indicate clearly on the front page your name, student ID, course title and assignment number. Note also the following:
Spacing (between the lines): 1.5 or double spacing
Font style: Arial or Times New Roman preferred
Font size: 12 preferred (min 11 and max 13)
2. Summarise using your own words as much as possible. You must document all information that you use from another source, or you will be penalized severely. You must acknowledge these by using the APA documentation style. This includes both in-text citations and end-of-text referencing.
3. If you copy from the work of another student, regardless of the course or programme, you will be severely penalized. You are not permitted to re-use material from past assignments whether in part or in full. All of the above actions can result in your failing the TMA.
Learning outcomes
Cite sources in writing using the proper citation and referencing style.
Evaluate information critically from various sources to respond to a task.
Synthesise information from various sources in writing in response to a given task.
Develop a rhetorical structure of an essay.
Question 1
Family violence laws under review after spate of abuse cases
SINGAPORE — In light of recent high-profile cases of child abuse, the laws are being reviewed to enhance deterrence of family violence and to ensure that those responsible are appropriately dealt with, said Minister for Social and Family Development Tan Chuan-Jin yesterday.
“(We) need to look at our laws in terms of whether there is sufficient deterrence, whether the way consequences are meted out is the way we want to go,” said Mr Tan, who added that the Home Affairs Ministry and Law Ministry are looking into the issue. Two weeks ago, a couple were jailed for their ruthless torture of a two-year-old toddler, Mohamad Daniel Mohamad Nasser, which led to his death last November.
The toddler’s mother, Zaidah, 41, was sentenced to 11 years’ jail for voluntarily causing grievous hurt and child abuse.
Her boyfriend Zaini Jamari, 46, was given a 10-year jail term and 12 strokes of the cane for voluntarily causing grievous hurt to, and ill-treating, the boy.
Two days after the verdict, Law and Home Affairs Minister K Shanmugam posted on his Facebook page: “For cases like this, we need to see whether the current legal framework is adequate. They ruthlessly tortured the child for more than a month, and effectively killed him.”
He also said people must be encouraged to make a report “immediately” when they are aware of cases of abuse.
Expressing similar sentiments yesterday, Mr Tan said cases of family violence, including child and elderly abuse, often persist because bystanders have kept silent.
“We always wonder, ‘Why did it happen?’ ... You look at the rest of the people involved, you will alway ...
A 12-year-old female client wrote a suicide note and gave it to a friend after being molested by her stepfather for 2 years and 9 months. She previously attempted suicide. The client lives with her mother and has no siblings. She has a court appearance regarding the abuse and is increasingly frightened and depressed. The physician recommends inpatient treatment to address her suicide attempts and history of sexual abuse.
This document discusses the role of EMS in dealing with violence against children, adults, and the elderly. It notes that EMS has an important role to play in identifying and documenting suspected cases of abuse. EMS is legally mandated to report any reasonable suspicion of abuse. The document provides guidance on procedures for suspected child abuse cases, including contacting authorities and making a report to the child abuse hotline. It emphasizes the importance of thorough assessment and documentation while avoiding confrontation with caregivers.
Juvenile Offender Assignment
Grading Form
Content (70%)
Points Earned: /10.5
1. All key elements of the assignment are covered in a substantive way. Major points are stated clearly, and are supported by specific details, examples, or analysis.
0. Describe the process the juvenile will follow after arrest—from intake, through court, sentencing, and punishment or rehabilitation. Consider any accommodation necessary for juveniles with special needs. The process should be based on actual state laws and the practices of your state or a state with which you are familiar.
0. Include a brief corrections plan created in the mode most appropriate for the level of offense, such as a recommendation memo to Child Protective Services or the school principal for a status offense, a letter to judge regarding sentencing for a nonviolent offense, a proposal for a community intervention strategy, or a report to corrections for a violent offender.
1. The paper links theory to relevant examples and uses the vocabulary of the theory correctly.
Comments:
Organization (15%)
Points Earned: /2.25
1. The tone is appropriate to the content and assignment.
1. The introduction provides a sufficient background on the topic and previews major points.
1. Paragraph transitions are present, logical, and maintain the flow throughout the paper.
1. The conclusion is logical, flows from the body of the paper, and reviews the major points.
Comments:
Mechanics (15%)
Points Earned: /2.25
1. The paper—including tables and graphs, headings, title page, and reference page— is consistent with APA formatting guidelines and meets course-level requirements.
1. Intellectual property is recognized with in-text citations and a reference page.
1. Rules of spelling, grammar, usage, and punctuation are followed.
1. Sentences are complete, clear, concise, and varied.
Comments:
Total Point Earned: /15
Comments:
Juvenile Offender Case Studies
CJS/245 Version 1
1
Juvenile Offender Case Studies
CASE STUDY ONE: COLLEEN M.
Colleen M. is a 15-year-old Caucasian girl. She has lived in the state for her entire life. Her father abandoned the family when she was an infant and her mother is currently in a drug rehabilitation facility. Colleen has been living on a farm with her aunt. Although she has no prior contact with the law, she admits to having run away from her aunt in the past, though she always returned on her own.
Colleen’s current trouble is centered on a neighbor’s dispute about her dog. After the dog bit the neighbor, the neighbor threatened and attempted to take the dog to animal control. When the neighbor later found Colleen and the dog trespassing on her property, the neighbor verbally threatened to “get” them both. Apparently, the neighbor set fire to a scarecrow on her property to emphasize her point.
At this point, Colleen threw a nearby bucket of liquid on the neighbor. The liquid was later determined to be a pesticide. The pesticide burned the skin on contact and ...
Hidden in Plain Sight - Stories Behind the Statistics tierneyducharme
“Violence against children is widespread but not inevitable.
Bringing it to an end is a shared responsibility.”
UNICEF, “Hidden in Plain Sight”
There is a story behind every statistic.
Sexual Abuse in California Schools, what you need to knowTaylor & Ring
Sexual Abuse in California Schools, what you need to know.
Taylor & Ring - Aggressive Los Angeles Sexual Abuse Lawyers Holding Schools Responsible When Their Students Are Harmed.
Final Project Case StudiesCase 1. Hot burglaryAt 16, Ray s.docxlmelaine
Final Project Case Studies
Case 1. Hot burglary
At 16, Ray seemed to have a good life. He had a high IQ and a 4.0 GPA. He had lots of friends, and they enjoyed hanging out. What no one knew was that Ray’s home life was miserable. His stepfather, a successful businessman who had married Ray’s mother 10 years earlier, had always rejected Ray the boy. The stepfather constantly belittled Ray in public and at home. Ray’s mother could do nothing to protect her son. Nor could she protect herself from the physical abuse her husband inflicted on her. Frequently Ray witnessed his stepfather assaulting his mother, throwing her to the floor and punching her. His half-sister, 11 years his junior, was adored by the father because she was his biological daughter. The rejection by the stepfather and earlier separation from his biological father impacted Ray’s self-perception, and by age 17 Ray was acting out. His MO was burglarizing the homes of the affluent. Sometimes he had help from friends and other times he went in alone. As he progressed in his criminal behavior, he found himself entering homes where people were present and asleep, also referred to as hot burglaries. He reported how powerful and in control he felt when standing in a bedroom of his victims while they slept. Later he would masturbate while thinking about the burglaries.
Case 2. Family Homicide
A devout Christian, married woman living in Florida had 6 children. She suffered from depression for many years. Each pregnancy and the addition of another child added to her stress and depression. Over time her conditioned worsened and her family insisted that she seek therapy. She was prescribed anti-psychotic medications and regular visits with a therapist. Over time her doses of medications doubled but her depression pulled her down into states of psychosis. There were moments of clarity. She admitted to her therapist that she was having thoughts of harming her children. That admission resulted in someone being with her at all times to supervise.
Her husband was not convinced that there was anything really wrong with her other than that she could use a “good swift kick in the pants” to get her back on track. Besides, they both wanted children. They even decided that she would go off her anti-psychotic medication so she could get pregnant again. Besides, he argued, it was God’s will for them that they have lots of children. In truth the woman had actually reported to her therapist that it was her husband who wanted more children and that he convinced her it was the right thing to do and that all would be well according to God’s plan.
The husband soon decided that his wife really did not need constant supervision and, without notifying the therapist, he went off to work leaving her alone with the 6 children. He believed she needed some independence. The wife waited until she knew he was gone and placed the family dog in a secure space so he would not interfere with what she was about t ...
The documents discuss the harms of psychological/emotional abuse and bullying of children. They find that emotional abuse can be as damaging as physical abuse and take a toll on children's mental and physical health. Signs of emotional abuse include belittling, humiliating, neglecting or terrorizing children. Younger victims of emotional abuse are also more likely to develop alcohol addiction later in life. While emotional abuse is common, it often goes unrecognized and lacks attention compared to other forms of child abuse. More awareness and efforts are needed to address this issue.
The document discusses California standards for social work training and includes sections contributed by different authors on topics such as subpoenas, child abuse reporting requirements, elder abuse reporting requirements, dual relationships, Laura's Law, and the Tarasoff ruling. It provides an overview and references for further information on various legal and ethical issues that social workers may encounter.
Here’s the December 2021 update on the Ghislaine Maxwell case, currently underway in Manhattan, NY.
https://wasatchdefenselawyers.com/where-is-ghislaine-maxwell-now/
The documents discuss psychological/emotional abuse of children and its impacts. The first document indicates that psychological abuse can be as harmful as physical abuse and may be underrecognized. It summarizes research finding psychological abuse negatively impacts children's health. The second document discusses how belittling or neglecting children is considered a form of psychological maltreatment that can have devastating long-term effects, similar to other forms of child abuse. The third document provides background on the prevalence and challenges of addressing psychological abuse of children.
Part 2 of the Bully In The Bedroom news article.
News articles provide great practice material to listen and improve your British accent
Get the training at www.learningbritishaccent.com
Current EventsDo an internet search and locate a fairly recent c.docxalanrgibson41217
Current Events
Do an internet search and locate a fairly recent crisis incident where negotiations were involved. Then, write a 1 page paper, summarizing the event and explaining how that event relates to the Unit 1 content: the present status of crisis negotiations in today’s society.
Be sure to cite your source link to the current event on your references page and also enter the citation on the webliography tab for the rest of class to view.
NORMAL
LIFE
Administrative Violence,
Critical Trans Politics, and the
Limits of Law
DEAN
SPADE
South End Press
Brooklyn, NY
Preface
7
In 2002, I opened the doors of the Sylvia Rivera Law
Project (SRLP). I had raised enough grant money to rent a desk
and a phone at a larger poverty law organization, and had spread
the word to other service providers like drug treatment centers,
legal aid offices, mental health centers, needle exchanges, and
community organizations that I would be providing free legal
help to trans people. I never would have guessed the number of
people who would call the organization for help or the gravity
and complexity of the problems they face.
My first call came from the men’s jail in Brooklyn.1 Jim, a
25-year-old transman, was desperate for help; he was facing a se-
vere threat of rape and already experiencing harassment. Jim is a
trans person with an intersex condition.2 He was raised as a girl,
but during adolescence began to identify as male. To his family
he remained female-identified, but in the world he identified as
male, changing clothes every night when he returned home and
trying to avoid contact between his family and everyone else he
knew. The stress of living a “double life” was immense, but he
knew it was the only way to maintain a relationship with his fam-
ily, with whom he was very close.
When Jim was nineteen, he was involved in a robbery for
which he received a sentence of five years probation. During the
second year of that probation period, Jim was arrested for drug
possession. He was sentenced to eighteen months of residential
8 NORMAL LIFE
drug treatment and sent to a male residential facility. In what was
a purportedly therapeutic environment, Jim discussed his inter-
sex condition with his counselor. His confidentiality was broken
and soon the entire staff and residential population were aware
of Jim’s intersex condition and trans history. Jim faced a threat of
rape and the staff of the facility refused to help or protect him.
Out of fear and self-protection, he ran away from the facility.
I met Jim after he had turned himself in, wanting to deal with
his outstanding criminal charges so that he could safely apply
to college and get on with his life. Jim was now in a Brooklyn
men’s jail, again facing a threat of rape. The jail administration’s
refusal to continue Jim’s testosterone treatments had caused him
to menstruate; when Jim was strip searched while menstruating,
other inmates and staff.
Client is a 17 year old African American male that presented for.docxbartholomeocoombs
Client is a 17 year old African American male that presented for a Comprehensive Assessment to determine eligibility for services. Though biologically male, she has socially transitioned and prefers to be addressed as Charmaine. The client identifies as a female. Her outward appearance was that of a teenage female. Present at the assessment was foster parent. During the assessment, client was argumentative with foster parent and disrespectful; indicating she did not want to come for services. Client reports she has no issues. She is resistant to available resources.
Information gathered was obtained from other records and the foster mom. The client engages in disruptive behaviors and these behaviors have been evident for an extended period of time. Client recently moved to this foster placement. Client’s history is significant for multiple placement changes. She was adopted at approximately the age of four (4) and was placed in DSS custody at age 16. Prior to a request to have the client moved from the former placement, the client cut her genitals (scrotum) with a razor, requiring fifteen (15) stitches to close the wound. The client reports that it was a “shaving accident” and her hand slipped when she was trying to shave her legs. When asked about consideration for a gender reassignment, client responded she was unsure. Documents indicate she has discussed previously.
It has been reported that the client is overtly defiant with adult authority figures, and often responds with attempts to engage others in verbal arguments. She has shown a pattern of poor emotional regulation. The client has been involved with mental health services for an extended period of time and she has struggled with behaviors and interpersonal interactions. Her problematic interpersonal interactions are often triggered by being unable to obtain her immediate wants, and this poor impulse control often leads to emotional displays of anger and frustration, and they often interfere with her ability to maintain a positive interaction with others.
Client’s history is significant for multiple traumas-abuses and neglects in the biological home, struggles to acclimate and the adoptive home and subsequent discharge to DSS custody. It is reported that client’s biological parents have history for alcohol and drugs, mental illness and general instability.
The client has been provided extensive mental health services ranging from outpatient services to those requiring a secure residential facility. Documents indicate client has made threats of suicidal ideation and threats of homicidal intent (threatened to poison her adopted mother) but she denies.
The client resides currently with a foster parent. Her biological mother was killed by her aunt. Her father was recently released from prison and resides in a halfway house in Ohio.
What was the client’s diagnosis? Gender Dysphoria in Adolescents and Adults, Borderline Personality Disorder, Attention-Deficit/Hyperactivity Disorder.
The document discusses the tragic case of Jeffrey Baldwin, a young boy who died of abuse and neglect while in the care of his grandparents. It describes how Jeffrey was failed by the system - his biological parents, the child services agency who placed him with his grandparents who had abusive histories, and the case worker who failed to properly investigate signs of abuse. Jeffrey lived in constant suffering until his death at age 5 when his severely malnourished and battered body was discovered. His story highlights the importance of early childhood educators being aware of signs of abuse and advocating for children who cannot advocate for themselves.
Similar to Abusive foster mother gets 14 years in prisonBy JOHN IWASAKI, P-.docx (20)
Your NamePractical ConnectionYour NameNOTE To insert a .docxnettletondevon
Your Name
Practical Connection
Your Name
NOTE: To insert a different Cover Page select the Insert tab from the Ribbon, then the cover page you want. Insert Your Name. Enter Your Industry and Phase below. You can use this template if you wish. Please erase this note before you submit.
Table of Contents
Phase 1: Educational and Employment History 2
Educational History and Goals (Include Certifications) 2
Employment History and Goals (Do NOT mention the name of the company you are writing about). 2
Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry) 2
Hosts and Nodes 2
IPv4 versus IPv6 2
Firewall 2
Virtual Private Network (VPN) 3
Proxy Servers 3
Network Address Translation (NAT) 3
Routers, Switches, and Bridges 3
The Domain Name System (DNS) 3
Intrusion Detection Systems and Intrusion Prevention Systems (IDS/IPS) 3
Network Access Control 3
Phase 3: As a Security Consultant and based on what you have learned in this course, how would you improve your company’s Telecommunications and Network Security Protocols? 3
Improvement 1 3
Improvement 2 3
Improvement 3 3
Bibliography 4
NOTE: To include a Word generated TOC select the References tab from the Ribbon, then Table of Contents. Select the format you wish. Remember, to use the built-in TOC you must use the MS Word “Styles” format from the Ribbon, specifically “Heading 1” for each phase heading, “Heading 2” for the phase sub-headings and “Normal” for the body.
Remember to update the TOC after adding any data to the body of the paper. To update the TOC simply click anywhere in the TOC, select Update Table, then select Update entire table and OK.
Please erase this note before you submit.Phase 1: Educational and Employment HistoryEducational History and Goals (Include Certifications)
Type Your Data Here.
NOTE: For each Phase you must have at least 2 references. Please use the References feature of Microsoft Word to manage your references.
To add a reference to the database do the following:
Select References from the Ribbon
Select Style, then APA
Select Insert Citation
Select Add New Source
Select Type of Source
Fill in the required information, select OK
To insert a reference from the database do the following:
Place the cursor just before the period at the end of the sentence. Then select Insert Citation and select the correct reference from the list (Sewart, 2014).
Please erase this note before you submit.Employment History and Goals (Do NOT mention the name of the company you are writing about).
Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here.Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry)Hosts and Nodes
Type Your Data Here. Type Your Data Here. Type Your Da.
Your namePresenter’s name(s) DateTITILE Motivatio.docxnettletondevon
Your name:
Presenter’s name(s):
Date:
TITILE:
Motivation(s)/Statement of problem(s):
Objective(s):
Approach(s):
a. Materials:
b. Methods:
Findings:
Conclusions
LETTERS
nature materials | VOL 3 | APRIL 2004 | www.nature.com/naturematerials 249
T issue engineering aims to replace, repair or regeneratetissue/organ function, by delivering signalling molecules andcells on a three-dimensional (3D) biomaterials scaffold that
supports cell infiltration and tissue organization1,2. To control cell
behaviour and ultimately induce structural and functional tissue
formation on surfaces, planar substrates have been patterned with
adhesion signals that mimic the spatial cues to guide cell attachment
and function3–5. The objective of this study is to create biochemical
channels in 3D hydrogel matrices for guided axonal growth. An agarose
hydrogel modified with a cysteine compound containing a sulphydryl
protecting group provides a photolabile substrate that can be
patterned with biochemical cues. In this transparent hydrogel we
immobilized the adhesive fibronectin peptide fragment, glycine–
arginine–glycine–aspartic acid–serine (GRGDS),in selected volumes of
the matrix using a focused laser.We verified in vitro the guidance effects
of GRGDS oligopeptide-modified channels on the 3D cell migration
and neurite outgrowth. This method for immobilizing biomolecules in
3D matrices can generally be applied to any optically clear hydrogel,
offering a solution to construct scaffolds with programmed spatial
features for tissue engineering applications.
Hydrogels have been widely studied as tissue scaffolds because they
are biocompatible and non-adhesive to cells, allowing cell adhesion
to be programmed in6–8. Current microfabrication methods for
3D hydrogel matrices with controlled intrinsic structure mainly
include photolithographic patterning9–11, microfluidic patterning12,
electrochemical deposition13 and 3D printing14. Notably, although these
layering techniques can conveniently shape the hydrogel on X–Y planes,
they have limited control over both the coherence of the layers along the
z direction and the local chemistry. Combining photolabile hydrogel
matrices with focused light provides the possibility of eliminating the
layering process and directly modifying the local physical or chemical
properties in 3D. This results in a promising (and perhaps facile) way to
fabricate novel tissue constructs15,16, as is described herein to control cell
behaviour by controlling the local chemical properties of gels.
Reconstituting adhesive biomolecules into biomaterials is of great
importance to understanding cell–substrate interactions that can be
translated to tissue-regeneration designs. Using 2D lithographic
techniques, adhesive biomolecules can be localized in arbitrary shapes
and sizes17,18. For example, patterning narrow strips of the extracellular
matrix (ECM) adhesion protein, laminin, on non-cell-adhesive 2D
substrates elicited.
Your nameProfessor NameCourseDatePaper Outline.docxnettletondevon
Your name
Professor Name
Course
Date
Paper Outline
Thesis: Thesis statement here
I. Rough draft of introduction to essay/paper
II. First Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
III. Second Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
IV. Third Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
(If there are more points, add them as items V, VI, etc. appropriately)
1
V. Rough draft of conclusion of essay/paper
A. Summary of discussion
B. Final observations
Works Cited
Livingston, James C. Anatomy of the Sacred: An Introduction to Religion. 6th ed. Upper Saddle River, N.J.: Pearson/Prentice Hall, 2009.
Rodrigues, Hillary, and John S. Harding. Introduction to the Study of Religion. Routledge, 2009.
.
Your name _________________________________ Date of submission _.docxnettletondevon
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
Your NameECD 310 Exceptional Learning and InclusionInstruct.docxnettletondevon
Your Name
ECD 310: Exceptional Learning and Inclusion
Instructor
Date
Inclusive and Differentiated Learning and Assessments
Hint 1: This template is intended to guide you; however, you’re encouraged to add or delete from this format as long as your final product aligns with the assignment requirements found under Week 3>Assignment.
Hint 2: Delete these highlighted “hints” before final submission.
Hint 3: Delete the prompt text included on each slide and replace it with your own content.
Only use this template if you are enrolled in the Bachelor of Arts in Early Childhood Education
Introduction
On this slide, provide a brief introduction to the topic of standardized assessment.
Hint: For help creating and editing slides in PowerPoint, see this guide on Creating PowerPoint Presentations.
Including All Students
On this slide, describe how you will ensure that all students are included in assessments and how you will make decisions about how children participate in assessments.
Accessibility for All
Summarize how you will make sure that the assessments are designed for accessibility by all.
Ensuring Fairness and Validity
Explain how you will make sure the assessment results are fair and valid.
Reporting the Results
Describe the importance of reporting the results of the assessment for all students.
Evaluating the Process
Examine how you will continually evaluate the assessment process to improve it and ensure student success.
Hint: Use scholarly sources in your presentation to support your ideas. Remember to include in-text citations.
Rationale
Explain your rationale, based on the age of children you plan to work with, the reasons why you would use standardized assessments.
Some reasons might be programmatic planning, differentiating instruction, identifying individual needs, and ensuring alignment with standards.
Hint: Make sure to support your reasoning with at least one scholarly source.
Collaboration
Discuss how, as an early childhood educator, you will collaborate with your colleagues to differentiate the assessment tools you will use to support the children you work with.
Conclusion
Include a brief conclusion to bring closure to your presentation.
.
Your Name University of the Cumberlands ISOL634-25 P.docxnettletondevon
The document discusses defensible space and crime prevention through environmental design (CPTED). It defines defensible space as using barriers and surveillance to control an environment and divide it into zones. CPTED is defined as a multidisciplinary approach to reducing crime through the design of environments in a way that improves safety and allows for better physical and operational controls.
Your Name Professor Name Subject Name 06 Apr.docxnettletondevon
Your Name:
Professor Name:
Subject Name:
06 April 2019
Active exhibition
For most people, a hospital is a place that we don't want to go, but we may have to go if
we get ill. Pain and death brought by diseases terrify us, which make us avoid thinking
of a hospital, not to mention visiting a hospital if not necessary. As for me, a hospital is a
special place. My father is a doctor who helps thousands of patients get well. I spent my
childhood watching him cure patients and bring happiness back to their life. A hospital
represents hope and wellness to patients and their loved ones, and we cannot simply
correlate it with the negative image brought by diseases, form an idea for illness and
even hospital fear. I want to propose a series of exhibitions to awaken people's outdated
and even prejudiced views, just like “A Hacker Manifesto” taught us. We need to bring
this spirit to break the perception in the traditional sense. This exhibition, I hope to let
patients or visitors think more deeply about what disease or disability has brought us.
Inspired by ‘A Hacker Manifesto’, I want to subvert mundane ideas and provide a
completely new experience to hospital visitors through this exhibition. Many relate their
past bad experiences and sad stories with hospitals. Thus, they hold a negative and
prejudice attitude toward the hospital and refuse to change. In this exhibition, I will
present the ‘hope’ and ‘wellness’ side of the hospital. Instead of breaking us down, a
hospital is protecting us from losing health or even life. Also, I want to exhibit the
optimism and fortitude the patients have when they fight against diseases. The shining
qualities they maintain to win the battle of life are so inspiring. We can understand the
meaning of life better from the hospital exhibition.
To organize an impressive exhibition, I choose a comprehensive hospital with a large
amount of patients. In this way, more people will be attracted to the exhibition in the
hospital than in smaller hospitals. They can enjoy the exhibition works when they wait in
line. There are many kinds of patients in general hospitals. I hope to bring some new
concept or idea to the patient.
After comparing several local hospitals in San Francisco, I decided to choose the
hospital in Kaiser Permanente. Kaiser's hospitals are widely distributed, and almost all
of California's medical systems are involved. Exhibitions can have more widely flowed,
and the community around Kaiser is rich. There are companies as well as residential
areas and even schools. The success of the exhibition can benefit the surrounding
communities more broadly.
Kaiser Permanente Campus in San Francisco
For a specific location, I chose the Kaiser Permanente San Francisco Medical Center
and Medical Offices (2425 Geary Blvd, San Francisco, CA 94115). In the lobby of the
entrance, you can see a very wide area, on the righ.
Your muscular system examassignment is to describe location (su.docxnettletondevon
Your muscular system exam/assignment
is to describe location (superior & inferior attachments, action and innervations of the following muscles: please make sure to describe that mentioned above on each muscles.
Deltoid
Triceps brachii
Biceps brachii
Coracobrachialis
Brachialis
Brachioradialis
Sternocleidomastoid
Trapezius
Latissimus Dorsi
Supraspinatus
Infraspinatus
Subscapularis
Sartorius
Iliotibial tract/band
Tensor Fascia Lata
Describe glenohumeral joint (anatomy, ligaments, and movements at this articulation).
.
Your midterm will be a virtual, individual assignment. You can choos.docxnettletondevon
Your midterm will be a virtual, individual assignment. You can choose one of the following to complete:
-Website (sites.google.com or wordpress.com)
-Blog (blogger.com or tumblr)
-Vlog
You have to find a way to tie in
ALL
of the following topics in your multimedia midterm project:
-Cellular Reproduction
-Meiosis
-DNA structure/Function
-Bacteria and Archaea
-Protists
You'll either have to explain your information at an elementary, lay (someone not familiar with science), or the scientific level.
Your midterm project will be due on February 26, 2020 at 11:59 pm.
In your project you aren’t giving definitions, you’re explaining in a unique way how all the topics tie in together. If you choose elementary you need to be creative and engaging as they have a short attention span and have little to no knowledge of science. For the lay audience you’ll need to relate it to the real world or real world events. Think of this audience as explaining these subjects to your mother or grandmother. For the scientific audience, you must use scientific language and present your information in a matter of fact way. This requires an innovative mindset.
.
Your local art museum has asked you to design a gallery dedicated to.docxnettletondevon
Your local art museum has asked you to design a gallery dedicated to works of art from one of the following movements:
Modernism
You may use Word or PowerPoint to design your gallery.
You will design your gallery as if you were guiding a visitor to each work of art.
In your gallery, include the following:
A brief introduction to your gallery, which includes a description of the movement and the time period to which your gallery is dedicated.
Six images of works of art that incorporate the characteristics significant to movement and time period. Along with each image of a work of art, include the citation for the work of art. A summary of how the media (materials), methods, and subject are significant to that time period and region, using appropriate art terminology.
A summary of how iconographic, historical, political, philosophical, religious, and social factors of the movement are reflected in the work of art.
Make use of at least three scholarly sources
Cite your sources
.
Your letter should include Introduction – Include your name, i.docxnettletondevon
Your letter should include:
Introduction – Include your name, if you are a full-time or part-time student, your program name and your semester of study.
Body of letter – Why do you think you qualify for an award? Include your volunteer work within the community.
Conclusion – Show your appreciation for being considered and include how receiving an award will assist with your education.
.
Your legal analysis should be approximately 500 wordsDetermine.docxnettletondevon
Your legal analysis should be approximately 500 words
Determine whether Mr. Johnson discriminated against Ms. Djarra based on religion.
Discuss whether Mr. Johnson offered reasonable accommodations to Ms. Djarra.
Identify the amount and type of damages to be awarded, if any.
The Religious Discrimination – Reasonable Accommodations analysis
Tip for what I need for the analysis section: An analysis section draws meaning from the events that occurred. Go in depth about the implications of their viewpoints or actions.
.
Your Last Name 1Your Name Teacher Name English cl.docxnettletondevon
Your Last Name 1
Your Name
Teacher Name
English class number
Due Date
Title
Start typing here. Delete the notes below after you read through them.
Indent each paragraph and use double spacing and the following formatting:
1 inch margins
Times New Roman
12 point font type
DO NOT use any of the following:
NO border,
NO word art,
NO drawings,
NO ALL CAPS,
NO exclamation points!,
Your Last Name 2
NO underlining,
NO bold,
NO italics (except for references to literature)
NO different font types, sizes or colors.
.
Your job is to delegate job tasks to each healthcare practitioner (U.docxnettletondevon
Delegate tasks to healthcare practitioners during the day shift by filling out a staffing table or describing each person's tasks. Use a primary, team, or modular nursing staffing model to help make delegation decisions. Follow APA style guidelines by typing responses into a Microsoft Word document and uploading the completed staffing table or document.
Your job is to look at the routing tables and DRAW (on a piece of pa.docxnettletondevon
Your job is to look at the routing tables and DRAW (on a piece of paper) the topology based on the information in the routing tables. All of the LANS have the first address (.1). Your deliverable is to draw the topology, with the router names, with the interface names and addresses based on the information given. Please take a picture of your drawing and attach it to the dropbox.
I already did this assignment. i am attaching my work also, i am so confused about these ports. i am attaching, my professors note as well. PLEASE READ IT CAREFULLY. and fix it
you did not list the serial ports correctly. The serial ports are what connect the routers together. 2 connecting serial ports will have addresses on the SAME network. The serial port does not stick out of the router like the LANs, the serial ports connect the routers to each other.
.
Your job is to design a user interface that displays the lotto.docxnettletondevon
Your job is to design a user interface that displays the lotto balls that are drawn when drawing up to balls from 5 total of 30 balls.
Use 5 image elements to display the ball images from this zipfile:
lottoballs.zip
(I WILL ATTACH THE FILE)
Use a button to perform the drawing.
Use a Lotto class object in the script lotto-class.js to simulate drawing the balls.
Use a CSS file to set the fonts, colors, and sizes of the elements on your page.
Include a link back to your index page. ** ONLY SHOW FIVE BALLS IN HTML
The Lotto class object draws the balls with replacement and sorts them in numeric order before outputting them.
Allow the user to choose how many balls from which to draw and how many balls to draw. This provides a variety of Lotto games to play.
.
Your Introduction of the StudyYour Purpose of the stud.docxnettletondevon
Your
Introduction
of the Study
Your
Purpose
of the study
Your
Methodology
Add your ethical considerations for the survey to your Methodology
Add your measurement strategy to your Methodology
Include a copy of the questionnaire or survey in the Methodology
Provide your
Data Analysis
with survey results
Data results should be provided in graphic form, making them user-friendly information
Provide your
Conclusion
regarding the study. Be sure to tell how well you answered your research question, the status of your hypothesis (true/false), and the value of your survey results for your topic moving forward
USE the attached paper to complete final.
.
Your instructor will assign peer reviewers. You will review a fell.docxnettletondevon
Your instructor will assign peer reviewers. You will review a fellow student's Week 1 materials and provide substantive and constructive feedback to them on the direction for their final paper (250 word minimum). Is something useful missing from the outline? Do you know additional sources (or places to find good sources) the person might want to include? Do you understand clearly his or her topic and thesis?
Fellow Student week I material:
Title of Paper: Long Term Effects of Child Abuse and Neglect.
Introduction:
The voice that is hardly heard. Child abuse and neglect have become predators within human history. As time has passed the outstanding cases that have come about over the many years have raised many eyebrows and society has become appreciative to the revilement of these evil acts within all communities. Child abuse and neglect can take place in a home as well as outside a home places many couldn’t even imagine such as within our school system as well as playgrounds. Even though many times these evil acts take place within a home it can be done by family, friends and acquaintances of the child. Child abuse and neglect can be performed in various ways such as neglect, physical abuse, sexual abuse, psychological abuse and emotional abuse.
Direct Statement and Research Question:
The voice that is hardly heard. Can child abuse and child neglect affect an individual?
Proposal:
The paper that I am presenting to you today will explore the aspects of child abuse, child neglect, effects of the abuse, signs of abuse, signs of neglect, symptoms, risk factors, treatment and prevention. Individuals have their own presumptions of their definition of child abuse as well as child neglect. Some of those presumptions that I have heard were the failure to provide enough love to a child, the failure to provide enough necessities to a child. Child neglect and abuse goes deeper than this the emotional neglect, physical neglect and medical neglect. Where a child sustained physical injuries due to the act of hitting, shaking, burning and kicking describes physical abuse. Sexual activity that the child cannot consent of or comprehend refers to sexual abuse. These acts involve anal and genital intercourse, oral contact, and fondling. Emotional as well as psychological abuse involves those words of putting children down, vulgar language, screaming and yelling can all involve emotional as well as psychological abuse towards a child.
Methodology and Data:
I plan on delivering my methodology through statistics such as research journals and individuals in society that also work with children who have been abused as well as neglected such as interviewing social workers, teachers, health professionals and individuals within society. Understanding that many abused children do not come forward because of that fear that has been placed in them. The fear of becoming the blame, the fear of being rejected or refused, the fear of the blame and the fear of being ashamed so.
Your initial reading is a close examination of the work youve c.docxnettletondevon
Your initial reading is a close examination of the work you've chosen before you read about it. In order to describe what you see, you might consider:
What do you notice first? Why? What do the colors convey? How? How is the space occupied? Is there a foreground and a background (2D) or is the piece sculptural (3D) with mass and volume? Is there an implied shape, such as a triangle, square, or circle, that brings balance to the composition? Are there diagonal lines that make it dynamic?
Next, read the materials provided about the work of art. You are welcome to do additional research on the internet as long as you use reputable websites, such as those from museums and art publications. Go back to your piece and take an even closer look. Think about what you've read and what you see. How does its meaning deepen from additional information the work of art?
Then, consider how the formal elements play into the artist's intention or audience's interpretation of the work. Making connections and observations about form and content are the key to writing a strong analysis. Remember to cite as appropriate.
Include several of areas from the first and second points to bring you to the third point.
1. Initial Reading (what do you see and understand when you first look at the work?)
Medium (materials)
Formal Elements
Subject
2. Contextual Research
Content
History
Emphasis
Effect
Symbolism
Relevance
Political Parallels
Social Implications
Audience?
Influences?
Captions/Title/Text
Ethical/Logical/Emotional Appeal?
3. Meaning
Bring it together. What does the work of art mean? Develop a persuasive, cohesive analysis that includes what you see through form and context.
.
Your initial posting must be no less than 200 words each and is due .docxnettletondevon
Your initial posting must be no less than 200 words each and is due
no later than Wednesday 11:59 PM EST/EDT.
The day you post this will count as one of your required four unique postings.
Identify the standard that courts use to qualify someone as an expert witness. Then discuss the standards used to allow that individual's testimony in court. Here, you will want to refer to the Federal Rules of Evidence as well as the Daubert Standard and several other important landmark cases. Include in your response the Saint Leo core value of integrity.
Saint Leo Core Value of Integrity:
The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Abusive foster mother gets 14 years in prisonBy JOHN IWASAKI, P-.docx
1. Abusive foster mother gets 14 years in prison
By JOHN IWASAKI, P-I REPORTER
Updated 10:00 pm, Friday, December 7, 2007
KENT -- She stabbed her foster daughter's eyes with
hypodermic needles, scorched her tongue with a stove-heated
fork and dropped 10-pound weights on her feet.
Chornice Kabbelliyaa attributed her horrific behavior to severe
mental illness, childhood sexual abuse and depression.
Her longtime victim -- Kabbelliyaa's cousin -- forgave her in
court Friday, even as she pointed out that her relative, in
custody for nearly two years, was "locked up and shackled --
exactly how I felt, once upon a time."
Judge James Cayce sentenced Kabbelliyaa to 14 years in prison
Friday during a hearing at the Regional Justice Center in Kent,
saying he doubted the mental assessment of the former foster
parent conducted at Western State Hospital.
He noted that Kabbelliyaa, 34, who also goes by the last name
of Lewis, had not committed similar atrocities on her own
children and supposedly had not been found mentally unstable
until she was incarcerated.
In September, Kabbelliyaa pleaded guilty to one count of first-
degree assault and two counts of second-degree assault.
Kabbelliyaa repeatedly offered her "deepest apologies" and said
she was "not making excuses."
Her victim, whose words were read in court, accused her cousin
of greed and said "the state was so blind to your deceit."
A state review of the case released earlier this year found "a
system breakdown involving all stakeholders" -- the Department
of Social and Health Services, the court system, the court-
appointed special advocate program and service providers.
Because Kabbelliyaa said she was related to the victim, DSHS
and others involved gave less oversight to the case and offered
less protection to the girl. School authorities reported concerns
2. about the girl's injuries and said her explanations and stories
seemed scripted.
The girl felt that "what would happen at home would only get
worse" if she spoke out, a prosecutor said in court.
But DSHS workers often gave the foster parent, described as
combative and intimidating, the benefit of the doubt in
investigating complaints, holding her less accountable than a
non-relative caregiver.
The girl was not removed from Kabbelliyaa's apartment until
January 2006. She had lost vision in her right eye and had
puncture wounds in her left eye caused by hypodermic needles
used to treat Kabbelliyaa's mother's diabetes.
Court documents also say that Kabbelliyaa heated forks on a
stove and stuck them in the girl's mouth. Kabbelliyaa insisted to
social workers and others that it was the girl who was out of
control, not her. The girl and her three siblings had become
dependents of the state in 1996 after their mother allegedly
abused, neglected and exploited some of them. They were then
placed with Kabbelliyaa. By 2000, a pattern of allegations of
abuse, neglect and licensing violations emerged against
Kabbelliyaa, though DSHS repeatedly relicensed her foster
home.
The state review listed 26 recommendations for DSHS and other
parties as a result of shortcomings in the case, such as requiring
documented verification of information provided by caregivers,
including claims of blood relationships; training on working
with difficult clients; regular school visits; and comprehensive
medical examinations of foster children within 30 days of
placement, with consistent follow-up care by the same
physician.
Many of the recommendations were already under consideration
before the review, said Sharon Gilbert, deputy director of field
operations in Children's Administration in DSHS.
"One of the things we recognized was we definitely didn't do
some of the things we needed to be done," she said. "One of the
things that stood out was (a) pattern (of abuse and neglect)
3. recognition. We relied heavily on child interviews. Children
don't always tell us what's happening."
The training social workers have received should "cause them to
be more skeptical if they're getting different stories from
children or caregivers," Gilbert said.
The agency previously had foster home licensors conduct
investigations of homes for licensing violations, such as when a
caregiver moves out of state without telling DSHS, as occurred
in the Kabbelliyaa case. Now Child Protective Service
investigators will look into those licensing violations, as well as
allegations of abuse and neglect, Gilbert said.
No disciplinary action was taken against DSHS employees in
the case, spokeswoman Karen Lee said.
She said one worker involved in the case retired in 2004 and
another, a foster home licensor, was retrained.
The News Tribune
Torture: The state fails a young girl
Warnings went unheeded, subjecting a foster child to a decade
of
abuse and blindness in one eye
By SEAN ROBINSON; The News Tribune
June 21, 2007
It took 10 years for the state of Washington to decide Chornice
Lewis was an unfit foster mother.
The price of official inertia was a young girl's vision.
Lewis, 33, is awaiting trial on two charges of assault, including
torture. Her plea: not guilty.
4. The victim: her claimed cousin and foster daughter, now 16,
who lived with Lewis for a decade in Tacoma
and South King County.
State records show the girl was abused for years: beaten,
burned, locked in a storage closet and a car
trunk, and partially blinded with hypodermic needles.
Her torment was no secret.
Hundreds of pages of investigative files show teachers,
neighbors and police officers repeatedly warned
foster care workers about the girl's suspicious injuries and her
dubious denials of mistreatment.
Q: What happened at home to cause your face to get hurt?
A: It didn't happen at home.
Q: Your teacher said that you came in that morning with your
face hurt.
A: I get infections in my eyes and they swell up.
Q: Why did you tell your teacher and the nurse that you were
sleepwalking at home and
walked into a wall?
A: (No answer.)
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5. Q: Who gave you a bad touch at home?
A: No one.
— excerpt from victim's interview with Federal Way police,
Sept. 28, 2001
She was small for her age, according to those who saw her.
Scrawny, she always wore the same grubby
clothes to school: a wrinkled white shirt, pants that were too
big, and battered shoes. Her hair was pulled
back in a rude bun. Her eyes, often black and swollen, tilted
toward the ground. She rarely spoke, and
seemed to have no friends.
"I feel sick about it," said Lana Wainscott, a counselor at
Sequoia Middle School in Kent and one of many
adults who complained to the state that the girl was being hurt.
"It's one of those things where you know," Wainscott said in a
recent interview. "And you just keep telling
them and telling them — and they keep saying, "We don't have
enough evidence.'"
The warnings — at least 16 recorded over five years, records
show — were dismissed, the official
complaints discounted.
Instead, state workers trusted Chornice Lewis — a 5-foot-4,
180-pound woman with a short temper, a
bullying manner and a talent for gaming the social service
system. Her attorney, Marvin McCoy, declined
to let Lewis be interviewed for this story. Information about her
6. activities comes from various public
records, which show she received more than $101,000 in state
foster care payments between 1997 and
2006, when she had custody of the girl.
Her total take in taxpayer dollars could be greater. She was
under investigation for welfare fraud before
her arrest. The state won't reveal how much welfare money
Lewis might have pocketed, but an
investigator's report, written after the assault charges were
filed, noted that Lewis and her relatives
"appear to move often from apartment to apartment, maintain
several residences in each other's names,
and collect income from the government via elaborate scams
and falsified information."
While Lewis racked up licensing complaints linked to three
foster children, she moved the girl from school
to school six times in five years, withdrawing her and re-
enrolling her elsewhere when abuse allegations
surfaced, kinking the flow of information to the state.
Lewis made sure she was the sole source of knowledge about
the girl's well-being, and repeatedly
characterized the child as a liar and a thief. Teachers and
caregivers saw no signs of such behavior, and
said so, but state workers took Lewis at her word. A line of
DSHS social workers and investigators
believed the girl, who blamed her injuries on household
stumbles and mysterious allergies.
Lewis coached her, the victim later told police — taught her
what to say and threatened her with more
abuse if she didn't go along. The girl was never removed from
Lewis' home, never given a chance to tell
her story without the threat of retribution.
7. Two of her foster siblings — Lewis' biological children —
dutifully denied the girl was being abused
whenever they were asked, even after their mother's arrest.
According to allegations in state records, the siblings also
served as scouts, watching the girl at the
multiple schools she attended. If a teacher questioned the girl
about black eyes, or a state social worker
talked to her at school, Lewis always knew. Even if the girl lied
as instructed, she was beaten, she said.
The state failed the girl.
The state admits it.
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"A system breakdown" was the phrase leaders of the Department
of Social and Health Services used in
an internal review of the case, completed in February 2007. As
a result, DSHS has reassigned and
retrained workers. Agency leaders say they have revised their
administrative practices.
The failure was total, the case review states. Foster care
workers and local courts who were supposed to
protect the girl repeatedly failed to do the right thing, failed to
take a risk, to tear away the tissue of deceit.
8. "We should have acted more quickly," said Mike Tornquist,
director of the Division of Licensed
Resources, a subset of DSHS. "Usually we take more severe
action — and we should have."
'I GAVE HER MISMATCHED FLIP-FLOPS'
Q: Do you recall being struck with an umbrella?
A: Yeah, it was during Christmastime.
Q: Okay.
A: We were wrapping presents and my cousin (Lewis) asked me
to get her some flip-flops,
and it was dark, and so I was going to the back, picking out
flip-flops and she said okay,
okay, just get any ones, but I didn't know I gave her mismatched
flip-flops and she got back
in the door um, she took an umbrella and started hitting me in
my face.
Q: How did she, with the pointy end or the handle end?
A: With the handle end.
Q: Okay. And what was she saying when she struck you with
that?
A: "Don't ever give me mismatched shoes again. You knew what
you were doing."
Q: Okay. Does she get angry a lot?
A: Kind of.
9. Q: Okay. And how many times did she hit you with that
umbrella on your face?
A: Like five or six.
Q: Five or six times. Were you crying?
A: Yeah.
Q: Did you ask her to stop hitting you?
A: No.
— excerpt from victim's interview with Federal Way police,
Jan. 10, 2006
A NO-WIN PROPOSITION
Chornice Lewis' trial, originally scheduled for last August, is on
hold while she faces a test of mental
competence — a psychological evaluation to determine her
fitness for prosecution. The results, delayed
for several months, could arrive Monday at a scheduled
competency hearing.
For the past few months, Lewis has been a resident of Western
State Hospital. Before her commitment,
court records show she accused the King County Jail chaplain of
sending her pornographic messages
and a peanut butter sandwich wrapped in rope to hang herself.
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10. The evaluation is a no-win proposition for the state.
If Lewis is found competent to stand trial, prosecutors will
introduce evidence showing years of abuse and
neglect — dismissed by foster care workers and investigators
who should have known better, according
to the DSHS internal review.
If Lewis is ruled incompetent, the outlook is equally bleak: a
foster mother deemed mentally unfit for
prosecution, nonetheless licensed by the state for a decade.
Lewis' attorney, public defender Marvin McCoy, knows his job
won't be easy.
"The allegations are pretty outrageous," he said. "It just sounds
gory as heck — almost unbelievable."
Belief in blood ties fogged the state's vision, DSHS leaders say.
State records show the girl was 4 when
her mother, ruined by drugs, abandoned her in 1995. Lewis,
then 22, presented herself in court as the
girl's cousin and offered to take in the girl and her siblings,
including a younger brother.
The prospect of a new home with a seemingly caring family
member made sense to the state. Social
workers clung to the idea for years.
"A mindset and attitude about this case appeared to develop
early on that asked less of the caregivers
because they were relatives," DSHS leaders concluded in 2007.
11. The mind-set had another flaw: State leaders now say they're
not even sure the girl and Lewis are
related.
AN UNNOTICED ALIAS
From the beginning, Lewis left a suspicious paper trail in state
records. When she filed her first application
for a foster home license in 1997, she used one of her aliases as
a character reference.
The reference name was Keshia Harris, who answered a form
letter from the state in February 1997,
praising Lewis' parenting skills.
"She's good with all ages kids," the letter said.
The state approved the license two months later, unaware of
Lewis' multiple names. Keshia Harris is one
of them.
The name appears in the arrest warrant for Lewis and the
charges filed against her in King County
Superior Court. It shows up elsewhere, in older public records
associated with Lewis' former addresses.
At the time of her arrest, records suggest she still was using the
name informally. During interviews with
police and state workers, the girl sometimes referred to her
foster mother as "Cousin Keshia."
In April 2007, The News Tribune pointed out the alias to DSHS
leaders, who said they hadn't noticed it.
"If we realized that at the time, then it would have raised a red
flag," Tornquist said. "It's unfortunate that
12. we didn't have her aliases."
Lewis' first stint as a foster parent in Washington lasted a few
months. A September 1997 entry in state
records noted she moved to California. She didn't tell the state
she was leaving. It's unclear whether the
victim traveled with her, but records indicate she had lived with
Lewis continuously since 1995.
"There is evidence that (Lewis) spent the foster child's clothing
voucher on personal items," the entry
added.
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4838 E. Rimrock St., Tacoma
(2000)
BACK IN TOWN
Lewis resurfaced in Washington in 1998, records show. She
reapplied for her foster home license in
January 2000, when she was living in Tacoma. On the
application form, Lewis described her approach to
discipline in a handwritten statement. The verbatim transcript:
"Basicly you talk listen to the child then you if that doesn't
work take a
special game or toy away let them no we have rule's and every
must
13. follow them," she wrote.
Within weeks, the state received the first of many complaints
about
Lewis' treatment of children.
A neighbor called Child Protective Services to say four children
were
being locked outside all day. They ranged in age from 10
months to
12 years. The older ones kept an eye on the baby, the neighbor
said.
Lewis had three other children of her own. The neighbor said
they
were treated differently — allowed inside and given Easter
baskets. The children who got baskets taunted
those who didn't, the neighbor said.
The other four were left outside from morning until evening,
regardless of weather, the neighbor said.
"Referrer likens the treatment that the children on the porch
receive to that of how a person would treat a
pet," the report stated, adding that Lewis got angry when she
saw neighbors give the children food.
When a CPS investigator interviewed Lewis about the
complaint, she said her neighbor was a racist,
retaliating because of a feud. The investigator, Karl Snyder,
found the explanation "plausible."
A second complaint followed in July 2000. The report came
from an unidentified teenager living in the
home — not the victim cited in the 2006 charges, but another
foster child, a runaway whose name is
14. redacted in the documents. Lewis typically had two to three
foster children living with her at any one time.
There wasn't enough food in the house, the teen said. Lewis'
boyfriend, recently released from prison,
had moved in, and the children had been sent to live with Lewis'
mother, an invalid.
While at the mother's house, the teenager slept on a counter in
the bathroom, the report said. She looked
after the younger children, cooked meals, shopped and changed
the older woman's urine bag.
The youth also said Lewis falsely claimed money from the state
for damaged household items.
State workers wanted to check the report with Lewis, but they
had a hard time. One worker suspected
Lewis was screening her calls.
"Inaccessibility to workers by phone seems to be a pattern with
Ms. Lewis," social worker Doug
Dickenson wrote. "I believe it needs to be addressed."
When state workers reached Lewis, she said the teen was a
constant problem — a thief and a liar who
had threatened Lewis with a knife. Lewis also accused a state
social worker of stealing money and items
from her home. Such countercharges became a pattern in the
years to come.
The state ruled that the complaints from May and July were
invalid. Still, workers wrote a corrective plan
for the Lewis home that required her to address foster licensing
violations and attend parenting classes.
Lewis agreed to the plan and signed it.
15. Around the same time, state investigators noticed a child living
in
Lewis' home who hadn't been mentioned in foster licensing
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Wildwood Elementary School,
Federal Way (2001)
30819 124th Ave. S.E., Auburn
(2001)
paperwork — a 9-year-old girl Lewis identified as her cousin.
Her
presence was duly recorded.
AT WILDWOOD ELEMENTARY SCHOOL
Over the course of six months, Lewis had renewed her foster
care
license, generated a pair of complaints, been warned against
future
violations and signed a plan to prevent them.
It made little difference. After signing the plan, Lewis moved
again,
and again did not notify the state. In late 2000, after the state
sent a
warning letter, Lewis reapplied for her foster care license —
16. this time from an address in Auburn.
A new complaint surfaced in spring 2001. It revolved around
Lewis' 9-year-old cousin — the same girl
state workers had discovered a few months earlier.
She was a student at Wildwood Elementary School in Federal
Way. On March 28, 2001, she came to
school with a knot on her forehead. It was swollen, almost
closing the girl's eyes.
Teachers, the school nurse and Principal Thomas Capp asked
what happened. The girl said she
sleepwalked into a door.
Capp and the nurse thought the girl needed to see a doctor. They
called Lewis, who came and took the
girl to St. Francis Hospital. Capp also called CPS.
CPS investigator Cleveland King filed a report six days later,
debunking the complaint. Another student at the school had
attacked
the girl, King wrote, and Federal Way police were considering a
possible assault charge against the other child.
That appeared to settle the matter. A fight at school couldn't be
Lewis'
fault. The state complaint file was closed, though police hadn't
finished their investigation.
Results of that inquiry don't appear in state records, but The
News
Tribune obtained the 2001 case report from the City of Federal
Way.
It shows that police found discrepancies in the girl's statements
17. and
repeatedly tried to alert the state, to no avail. Multiple phone
messages were ignored for six months, and a police detective's
worries were brushed off.
CONFLICTING REPORTS
The Federal Way report shows police interviewed the girl at the
hospital the day she was treated for her
head injury. Lewis stood nearby.
Though the girl had told school officials she was sleepwalking,
she told a police officer another child on
the playground hit her in the face with a stick, and pushed her
to the ground. That was how she hit her
head, she claimed.
The girl's cousin, Lewis' biological daughter, also attended
Wildwood and was about the same age as the
girl. The cousin told the officer she saw the playground
incident.
Both children identified the attacker — another 10-year-old girl.
The next day, police detective Sandy Templeton picked up the
case and talked to Lewis, who was
annoyed.
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18. Hazelwood Elementary School,
Auburn (2001)
"Lewis was somewhat rude and uncooperative," Templeton
wrote. "She wanted to know why I was
questioning her about (the girl's) injuries and making her feel
like she (Lewis) was being investigated."
Templeton also interviewed state social worker Beulah Mills,
who said Lewis was a good caregiver.
Weeks after the state had shelved the complaint, Templeton was
still working on the case. She gathered
incident reports from Wildwood, and talked to a concerned
school official who said the girl's story of a
playground assault didn't sound right.
The stories didn't match. The school's reports said the girl was
already injured when she arrived that
morning. The child accused of attacking her was with a teacher
when the assault supposedly occurred.
The girl wasn't attending Wildwood any more — she'd been
transferred.
Templeton left a voice-mail message for Mills. She didn't call
back. Templeton kept trying to reach Mills
for five months. The social worker didn't respond.
On Sept. 28, 2001, Templeton described her difficulties in a
written report.
"Over the past few months I have left messages for Ms. Mills to
return my call, to update her on the
school's investigation and to try to locate (the girl)," she wrote.
19. "Ms. Mills has not returned any of my calls
to date."
THE TRUTH
Also on Sept. 28, Templeton interviewed the girl after finding
her at Hazelwood Elementary School in
Auburn.
The detective asked what was better — the truth or a lie.
"Truth," the girl said.
Q: Do you remember going to Wildwood Elementary School in
Federal Way?
A: Yes.
Q: Why did you stop going there?
A: Because something bad happened to my face.
Q: Tell me all about that.
A: (Looks down and doesn't say anything for
approximately 30 seconds.) I don't feel comfortable.
Q: How come?
A: (No answer.)
Q: Did someone tell you not to tell?
A: No.
Q: Why aren't you comfortable?
20. A: Cause it makes me sad.
— excerpt from victim's interview with Federal Way police,
Sept. 29, 2001
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Mark Twain Elementary School,
Federal Way (2001)
Totem Junior High/Middle
School, Kent (2003)
Templeton asked the girl why she told teachers she was
sleepwalking. The girl didn't answer.
Her face was already hurt when she came to school that
morning, Templeton explained. That was what
her teacher said.
The girl said she sometimes got infections that made her eyes
swell
up.
No one at home hit her, she said. Everything she said was the
truth.
Three days after Templeton's interview, the girl was withdrawn
from
21. Hazelwood and transferred to Mark Twain Elementary School in
Federal Way — her third school in eight months.
'THE CASE IS CLOSED'
By mid-October, Templeton was tired of waiting for Mills, and
called the social worker's boss.
Mills called back. Templeton relayed the findings.
"I told her that I was concerned about the school's investigation
and the inconsistencies in my interview
with (the girl)," Templeton wrote in her report. "Ms. Mills told
me there had been no further reports to CPS
about this family since this one."
The girl had mentioned a chronic infection that caused her eyes
to swell, Templeton said. Mills said she
would recommend an eye examination for the child.
"I told (Mills) that I would fax her my report and the school's
report for her information," Templeton wrote.
"The case is closed. No crime can be proven at this time."
Two years passed. No complaints surfaced. The girl turned 11,
then 12. Lewis moved and didn't tell the
state at first. She renewed her foster care license at the new
address after receiving a certified letter. Her
application was approved.
AT TOTEM MIDDLE SCHOOL
By fall 2003, the girl was enrolled at Totem Middle School in
Kent.
A few weeks after the school year began, two teachers told
22. counselor
Dave Blocki that they were worried about the girl: She had a
gouge
on her cheek and a swollen, bloodshot eye.
She always looked unkempt. Her hair, clothes and nails were
dirty.
There were worries about her foster mother. An employee at the
school had heard Lewis call the girl "that no-good."
The girl told teachers her baby
cousin had scratched her on the cheek. Her eye was red because
of
pinkeye, she said.
The school nurse examined the girl. It didn't look like pinkeye,
the
nurse thought. Blocki called CPS.
The girl's answers to questions sounded scripted, he said in his
report.
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1216 S. 237th Lane, Des
Moines (2003)
She said she lived in two different apartment complexes. She
didn't
know her phone number. No, her foster mother did not mistreat
23. her or
call her names. Yes, she felt safe in her house.
A CPS investigator, Irena Fajardo, interviewed Lewis and her
other
children.
Everyone said the baby had scratched the girl. Lewis said the
girl had
problems with lying and stealing. The family had prayed with
their
pastor about it.
Fajardo noted that Lewis had moved again — to Des Moines
this
time, without informing the state. Lewis said she'd filed the
paperwork and someone must have missed it.
Five days after the complaint from Totem was filed, state
records show Lewis withdrew the girl from the
school. She was transferred to Sequoia Middle School in Kent
— her fifth school in two years.
The complaint to CPS was ruled unfounded.
One day later, another complaint arrived. The name is redacted
in state records, but it came from
someone at Totem.
The girl didn't want to leave the school, the report said. When
told about her withdrawal, she asked why
she had to leave.
The complaint said the girl wore the same ill-fitting clothes to
school every day, including a white shirt.
She asked a teacher for another shirt. The girl said it had to be
24. the same kind of shirt — otherwise, her
cousin, who also attended Totem, would find out and tell Lewis.
The cousin, Lewis' biological daughter, regularly came to
school with nice clothes and styled hair, the
complaint added.
Seeing no reason to change its recent findings, the state ruled
the complaint invalid.
Five times between 2000 and 2003, Lewis had foiled or
sidestepped CPS complaints from neighbors and
caregivers who tried to intervene on the girl's behalf. Lewis had
moved at least four times without telling
the state, been forgiven for each violation and enrolled the girl
in five schools along the way.
Two more years would pass and more complaints would follow
before the state took action.
A WINTER COAT
State records show Lewis used three tactics to muddle the foster
care system and neutralize accusations
of abuse:
• Painting the girl as a problem child prone to lies and thievery.
• Accusing state workers of persecution.
• Intimidating caregivers with false charges of deceit and sexual
misconduct.
All three worked to perfection in late 2003 and 2004, as Lewis
tied educators and social workers in knots.
25. A chain of troubling incidents started when Gail Mork, family
advocate for Sequoia Middle School, gave
the seemingly needy girl a winter coat and never saw it again.
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Sequoia Middle School, Kent
(2004)
Mork's kindness drew unexpected venom. Lewis disapproved of
the
gift, saying the girl was a liar and didn't need a coat. There was
more
— supposedly, the girl wrote an entry in her diary, saying Mork
had
made her uncomfortable, "hugging her sometimes."
Mork denied the accusation. Lewis later told Mork the girl was
"a
manipulative liar," and that the hugging story was made up.
Mork saw the girl a few more times at Sequoia, but kept her
distance.
The girl waved shyly. She looked cold and unhappy.
Months later, a new CPS complaint came from the girl's
younger brother, who had lived with Lewis for a
time but moved to a new foster home by fall 2004. The boy told
a state social worker he and his sister had
been locked in the trunk of Lewis' car during family trips.
26. The social worker, John Gunn, interviewed the girl at school.
Aware of her history of denials, he did not
ask about the trunk incident directly. Instead, he waited to see
whether she would volunteer it. She did
not.
When the interview was finished, the girl asked Gunn if he
intended to call her foster mother. Gunn said
yes. The girl went to the school office and called home,
according to his report.
Again, state workers reviewed the history of the Lewis foster
home. It showed a fistful of complaints,
every one unfounded. The new complaint was closed as well.
'I DON'T REMEMBER'
Sequoia Middle School had a holiday tradition — a giving tree.
Students received gifts based on random
drawings. In mid-December 2004, school counselor Lana
Wainscott was one of the staff members
passing out presents when the girl's name was drawn.
On Dec. 17, state records say an unnamed teacher overheard
Lewis and the girl talking in the school
parking lot. The girl was trying to explain how she got the
present.
"Who is this Ms. Wainscott and why would she care about your
black ass, anyway?" Lewis said.
The girl missed the first week of school after the holiday break.
On Jan. 10, 2005, she came to the school
counseling office and asked Wainscott for her homework.
Wainscott's notes of the conversation and
27. subsequent incidents appear in state records.
The girl had a black eye. Wainscott asked why she'd missed a
week.
The girl looked down, hesitated, and said, "I had pinkeye, a sore
throat and some other things."
Two days later, Lewis called Wainscott with a rant. The girl had
been lying at school, pretending she
needed Christmas presents.
Not true, Wainscott said, and explained the random gift
drawing.
Lewis said other kids at school were saying the girl had black
eyes when she didn't — it was a skin
condition that required prescription medication. Lewis wanted
Wainscott to tell teachers so the gossip
would stop.
A little later, Wainscott saw the girl in the cafeteria. The inside
of her ear was caked with dried blood.
Wainscott asked what happened. The girl looked down and
didn't answer.
Wainscott asked again and said the ear looked like it hurt. The
girl wouldn't meet her eyes.
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28. "I don't remember," she said.
The girl's cousin — Lewis' biological daughter — sat nearby,
watching.
Wainscott went back to her office and filed a CPS report.
That afternoon, Gunn, the social worker, met Lewis at her home
for a previously scheduled interview.
Gunn didn't know about the new complaint yet, state records
show.
Lewis gave Gunn some news: The girl, now 13, had been to the
doctor a few days earlier for an eye
examination. It also turned up a diagnosis of oral gonorrhea.
Lewis said she was trying to keep the girl
under control, but it wasn't easy.
OBSCENE MESSAGES
The next day — Jan. 13 — brought a confusing mass of
information:
• CPS received Wainscott's report.
• Gunn gave his supervisors an account of his interview with
Lewis and the supposed medical diagnosis.
• The girl did not come to school.
• An attendance secretary at the school received an obscene
voice-mail message.
The caller identified herself as the girl. In profane terms, she
said she wasn't coming to school because
29. she was with her boyfriend.
"And tell Ms. Wainscott to stay away from me because she tried
to touch my breasts and molest me and I
am calling the cops on her," the message added.
Wainscott listened to the recording in disbelief. Students never
called to tell on themselves for skipping.
The call made no sense.
Either the call came from someone else, or the girl was forced
to make it, Wainscott thought. The
message and the tone contradicted everything she knew about
the child.
"NO one has witnessed any form of disrespectful behavior out
of her — ever," Wainscott wrote in a report
of the incident, later sent to CPS. "This is in direct contrast to
the picture Chornice has painted of her,
telling us she is a liar, a thief and a difficult child. She never
speaks at school and doesn't have one single
friend. She is very timid and appears to be fearful of adults."
Wainscott reported the call to CPS.
More confusing information emerged over the next few days —
all of it given to CPS. The girl gave
multiple reasons for her bloody ear: running into a door, a
piercing gone bad, a burn from a curling iron.
A school nurse asked Lewis for medical records to confirm
reports of the girl's eye condition and the
alleged oral gonorrhea. The records never came. Instead, Lewis
called the school and said the girl was
being withdrawn.
30. At some point in late January 2005 — the records give
conflicting dates — Lewis came to the school with
the girl in tow.
"You should be ashamed of the way you treated these teachers,"
Lewis told the girl. "You owe them an
apology."
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Pacific Middle School, Des
Moines (2005)
In her report of the encounter, Wainscott she didn't know what
Lewis was talking about. The girl had
always been "a perfect angel at school," she wrote.
She and another staffer also noticed the girl had a new injury: a
split lip.
Wainscott summed up her impressions in a two-page letter to
CPS.
"Over the course of the last two years I have grown increasingly
concerned about (the girl's) welfare,"
Wainscott wrote. "She is so withdrawn and does not talk to
anyone. I strongly believe that this girl has
been told something will happen to her if she tells the school
any personal information."
31. State workers started a new investigation. They checked
medical records, and found no signs of a
diagnosis of oral gonorrhea.
On Jan. 21, Gunn got an obscene voice mail. The caller claimed
to be the girl — she said she was having
sex with her boyfriend, she didn't have to go to school, and the
social worker couldn't do anything about it.
'A HISTORY OF LYING'
Gunn wasn't operating in a vacuum. By now, the state had eight
years of records on Lewis. Each new
complaint revealed the same history:
• Allegations of child abuse and neglect.
• Observed injuries.
• Unannounced address changes.
• Concerns from police, neighbors and school personnel.
• Withdrawals from school and enrollments elsewhere whenever
trouble arose.
• Denial of abuse by the girl, who was always interviewed in
Lewis' presence, or returned to Lewis after
she spoke to state workers.
• A decision to dismiss the complaint.
Despite that historical backdrop, state workers once more chose
to believe Chornice Lewis. Statements
preserved in state case reports show Gunn and foster care
worker Laticia Williams thought the girl was a
32. liar.
As state workers prepared to investigate the complaints from
Sequoia
Middle School, Williams wrote an e-mail to co-workers,
warning them
of the girl's "previous history of generating false allegations." A
report
from the assigned CPS investigator, Mark Widaman, describes a
conversation with Gunn, who said the girl had "a history of
lying."
Widaman interviewed the girl Jan. 25. She was staying with
Lewis'
mother, Rose Johnson.
The girl said she wasn't mistreated at home. She liked it at
home. She liked Lewis. She felt safe at home.
All the old allegations were untrue. Widaman saw the other
children, who looked fine.
He interviewed Lewis, who also denied all the allegations.
Lewis cried. She said she was tired of the accusations. The child
was such a burden, such a liar. Maybe
she wouldn't take care of the girl anymore. Maybe the state
could take her.
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33. 6211 S. 249th St, Kent (2005)
On Jan. 31, Lewis enrolled the girl at Pacific Middle School in
Des Moines — her sixth school in five
years, according to state records.
School officials, learning fragments of the girl's history,
hesitated at first. Registrar Kathi Dewey was
suspicious, according to notes filed by Widaman.
"She said her "gut' says there is abuse/neglect in the home,"
Widaman wrote.
Within a few days, Widaman decided to close the complaint.
Lewis had denied the allegations. So had the
girl — with her foster mother nearby.
On May 4, 2005, Lewis withdrew the girl from Pacific Middle
School.
On May 13, 2005, the state sent Lewis a certified letter. The
allegations of abuse and neglect filed in
January were unfounded.
Two days later, Kent police officers responded to a call from a
local apartment complex. Neighbors said a
girl with black eyes was "being used as a slave."
A BROKEN TOOTH AND BURNS
The neighbors told police the girl was timid and afraid to talk
with
people.
She "is always seen walking back from the store without any
shoes,
34. with 10-15 bags in hand," officers noted. Another witness
spotted "a
broken front tooth and burns on (her) back and shoulder area."
It didn't look like the girl was in school, the witnesses said. She
sat on
the porch of the apartment all day.
When officers came to the apartment, they found Lewis' invalid
mother, Johnson; two young children who looked healthy and
clean;
and the girl.
Johnson said there was no abuse, and that the girl had black
eyes because of allergies.
Interviewed in another room, the girl said her eyes were swollen
because of medication. The burns and
other scars were old, she said. She broke her tooth biting into
something, and then changed the story —
she had been running around in the kitchen and hit her tooth on
the counter. No, she wasn't being
abused. Yes, she was going to school.
When Lewis arrived and spoke to officers, she gave a similar
account. The black eyes came from
allergies. An officer asked for the name of the girl's doctor.
Lewis couldn't remember. The officer asked
about the broken tooth.
Lewis said "it wasn't her responsibility to keep track of that
kind of thing," the officer wrote. "I asked
Chornice why she felt that it wasn't a foster parent's job to make
sure her kids were healthy and she got
upset and never really answered the question."
35. Lewis added that the girl had problems at school with fighting
and stealing. Police filed a report, and sent
a copy to CPS.
CASE CLOSED
Once more, Mark Widaman started an investigation. In his files
were all the prior allegations, all
accompanied by denials from Lewis and the girl, all ruled
unfounded.
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The latest inquiry followed the same pattern. Lewis denied the
allegations. Widaman asked why the girl
wasn't in school, and why Lewis had withdrawn her.
Lewis denied withdrawing the child. As far as she knew, the girl
was still going to school.
The girl would come home from school that afternoon, Lewis
said. Widaman could speak to her then.
Lewis' apartment was tidy and clean, Widaman noted. The other
children in the home looked well.
Widaman interviewed them. They said there was no abuse in the
home, and that their foster sister had
allergies that made her eyes look black.
36. Widaman spoke to the girl later that day in the apartment. She
denied all the allegations. Once more, he
summed up his findings in a case report.
"Available evidence indicates that more likely than not,
negligent treatment or maltreatment of (the girl) by
Chornice Lewis did not occur," he wrote.
The case was closed.
THE NEW SOCIAL WORKER
By mid-2005, the girl had a new assigned social worker. Heidi
Canfield had met the girl briefly during a
home interview in May.
During another interview with Lewis and the girl in August,
Canfield noticed the child didn't say much.
Lewis said the girl had behavioral problems. She had destroyed
dishes, and damaged the carpet, the
walls and a vacuum cleaner.
Canfield recommended counseling for the child. Lewis said that
wasn't necessary. Instead, she talked
money — the state's payments for foster care. Lewis was
approaching a financial milestone of sorts.
During her years as a foster mother, the state had paid her
almost $100,000.
By November, Canfield was beginning to worry about the girl,
who would not talk to her. Only Lewis would
speak during foster care interviews. At another meeting, Lewis
wouldn't let Canfield into the apartment.
Records show Lewis was still refusing Canfield's offers of
37. counseling for the girl. Instead, she wanted
clothing vouchers.
In mid-December, Lewis called the DSHS office in Kent. She
wanted the girl's Social Security number
and a clothing voucher. Staffers said there was a process for
getting such information, and that the girl
wasn't eligible for a voucher.
Lewis blew up.
She tried calling other staffers at the office, demanding the
girl's Social Security number. She called
Canfield and her supervisor "bitches," and accused a secretary
of racism. Workers heard an older
woman's voice in the background, making similar comments.
Around the same time, Canfield spoke to the girl's younger
brother, who was living in another foster
home.
The boy said he had been harmed when he lived with Lewis'
family. He didn't want to say anything about
his sister. He was afraid she would be hurt.
Collectively, foster care officials decided to remove the girl
from Lewis' home. They would take action in
January, after the holiday break.
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38. Lewis' string of deceptions, stretched over 10 years, was about
to run out.
'IF YOU MOVE, YOU'LL GO BLIND'
While the workers fretted, something happened. The precise
date is unclear — somewhere between early
November and Christmas, according to state records. The girl
later described the scene in two interviews
with police.
The family was packing. That was the girl's job, but she made a
mistake. Lewis found out.
She picked up one of Rose Johnson's insulin needles.
A: I was the one who was packing, but I forgot to pack some
stuff, and my cousin, um,
picked up a needle, well, she already had it in her hand, because
she was putting it away,
but then she put it in my eye.
Lewis held the needle in place for what felt like a couple of
minutes, the girl said.
Q: Which eye?
A: My right eye.
The girl said Lewis gave her a warning:
"If you move, you'll go blind."
The girl did not move.
39. A: When she pulled out, ah, I couldn't see anything, everything
was watery and blurry.
Q: How long was your vision blurry?
A: How was it?
Q: Yeah, how long was it blurry? Your vision.
A: It still is.
Q: Okay. And why did she poke you with the insulin needle in
your eye?
A: I forgot to pack something.
Q: Did you ever go to the doctor for that?
A: No.
— excerpt from victim's interview with Federal Way police,
Jan. 10, 2006
A FATEFUL DAY
On Jan. 2, 2006, a neighbor at the apartment complex called
CPS to report an incident: He said Lewis
had locked the girl in a storage closet on the back porch for six
hours or more.
The man's name is redacted in state records. He spoke to CPS
employees twice about the incident. He
said he saw Lewis open the closet door, throw a bucket of water
at the girl, punch and slap her in the
face, then hit her in the head repeatedly with an umbrella.
40. "I hope you have learned your lesson," the neighbor heard
Lewis say. He could see the girl shaking.
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31500 1st Ave. S., Federal Way
(2005-06)
He saw her at a nearby convenience store later that day, buying
a loaf of bread. She had bruises on her
face and burns on her hands. She looked like she'd been in a
fight.
"Are you OK?" the man asked. "Do you need help?"
"I can't talk about it," the girl said, adding she had to get home
right
away.
The neighbor also reported he had seen the girl locked in the
closet
at least four times in the past week.
For once, the state gave Lewis no warning. Two days later, CPS
investigator Banks Evans, state social workers Canfield and
Anna
Baker and Federal Way police officer Brett Hatfield gathered at
the
complex.
41. Hatfield knocked on the door, identifying the party as police
and CPS.
"Just a minute," a voice said. Several minutes passed before
Lewis opened the door.
Canfield, Evans and Hatfield filed reports of the scene in the
apartment. What they saw bore little
resemblance to the portraits of family stability Lewis had
orchestrated in the past, when she received
advance notice of state visits.
The visitors saw a bag of garbage on the floor and piles of
clothes strewn in the dining room. Evans
noticed what looked like a vending machine.
A dresser turned on its side blocked the entrance to the hallway
and bedrooms. In the master bedroom,
piles of clutter reached to the ceiling. In the living room, the
visitors saw two beds on cement blocks, a
portable hospital-style toilet and a television.
Lewis sat on the floor near one of the beds. Her mother,
Johnson, sat nearby. Lewis' three children were
also in the apartment. There was no sign of the girl.
Hatfield asked for the key to the storage closet, strode to the
sliding glass door and went outside.
Evans told Lewis the reason for the visit — a neighbor had seen
what looked like mistreatment. Where
was the girl? The state workers wanted to speak to her.
Not home, Lewis said. She was at school.
"Which school?" Evans asked.
42. Lewis named a school. Evans spotted a lie. He said he had
already spoken with that school district. The
girl's name wasn't in the enrollment records.
Lewis shrugged it off. The children enrolled themselves in
school and brought home the paperwork, she
said.
Evans shifted. When would the girl be home?
An hour or two, Lewis said. The girl liked to go to the mall and
hang out with friends. She might be with
her boyfriend, Lewis added.
While Evans and Lewis fenced, Canfield noticed something.
Behind Lewis, a blanket on the floor was moving.
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A neighbor said in January 2006 that he’d seen
Chornice Lewis’ foster daughter locked in a
storage unit, behind the door at left, on the back
porch of the family’s home in Federal Way.
Canfield told Evans, who edged sideways for a better look.
Lewis moved, too, blocking his angle with a
pillow.
43. Evans called to Hatfield, saying someone else was in the
apartment.
Lewis stood quickly.
"I need you guys to leave," she said, her voice
suddenly sharp. "Everybody needs to get out of the
apartment now!"
Hatfield, returning from the porch, took charge. No
one was leaving, he said. Why did Lewis want them
to leave?
Canfield watched the quivering blanket. It was rising.
"There's someone under the blanket!" she shouted.
Hatfield stood next to the blanket, asked whoever
was underneath to come out, and lifted it with his
baton.
The folds of fabric fell away, revealing the 14-year-old
girl.
Both of her eyes were swollen. One was rimmed with blood.
Her hair was ragged, as though a blind
barber had cut it off in patches.
Lewis and her invalid mother screamed.
"You've been hiding here the whole time?" they said. "You're
not in school?"
Order disintegrated. As Lewis and her mother yelled, Canfield
called to the girl.
44. "Come over and stand with me," she said.
The girl came, tottering through a canyon of shrieks. Lewis and
Johnson hurled verbal bombs, berating
her for hiding.
Canfield ignored them.
"You're leaving with me," she told the girl. "You're not coming
back here."
The scene was out of control. Hatfield told Canfield to take the
girl outside, away from the screeching
women. Canfield and the girl left, with Evans and Baker close
behind. Hatfield soon followed.
In a recent interview with The News Tribune, Hatfield said he
was in assessment mode. He wanted a
clearer picture of what was going on, the nature of the girl's
injuries. He didn't know what would happen
next.
Outside, the group questioned the frightened girl, who refused
to answer. Collectively, they decided to
take her into protective custody.
Precious minutes ticked away. Hatfield went back to the door. It
was locked. He knocked.
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45. From inside, Johnson, the invalid, yelled that she couldn't
answer the door. Hatfield had to go through the
back.
Hustling around the side of the building to the porch, Hatfield
opened the glass door and went inside.
Johnson was alone.
Hatfield looked outside and saw footprints in the grass.
Chornice Lewis was gone, with her three children in tow.
'REPEATED SEVERE ... CHILD ABUSE'
At first, the girl barely talked to her rescuers. The mention of
food drew a thin smile, but that was all.
Hospital examinations revealed the extent of her injuries: a
burnt tongue. Blunt injuries to her knuckles,
hands and feet, as well as burns. Multiple contusions to the
face. A chipped tooth. Multiple scars and
contusions on her body.
And the eyes. Not one, but both. Four puncture wounds. A
fractured eye socket. Functional blindness in
the right eye.
A doctor at Harborview Medical Center in Seattle cataloged her
wounds, attributing them to "repeated
severe episodes of child physical abuse, intentional inflicted
injury amounting to torture."
Chornice Lewis was a wanted fugitive. She had fled from
police. State records showed she also was
46. under investigation for a separate case of welfare fraud. She had
generated complaints for a decade and
the state now knew her foster daughter said she had been abused
for years.
Still, Lewis' foster care license remained active.
On Jan. 13, nine days after the rescue, Child Welfare Services
supervisor Lonette Dominguez spoke to
the foster care worker who had administered Lewis' account
since 2001, and knew the story behind the
girl's removal from Lewis' home.
"Supervisor spoke with licensor Laticia Williams this morning
and was informed that there is no plan at
this time to revoke Chornice's license," Dominguez wrote in a
short report.
"This was very concerning to this supervisor, who does not
agree with this decision."
HOLED UP IN HOUSTON
On Jan. 20, 2006, King County prosecutors filed a warrant for
Lewis' arrest, and charged her with two
counts of assault, including torture. Federal Way police, still
searching for Lewis, sent out a news release
with her picture.
On Jan. 31, six years after the first reported CPS complaint
about Lewis and four weeks after the 16th
complaint appeared, DSHS leaders gathered and made a
decision: Lewis' foster care license would be
revoked. The paperwork took four months.
On Feb. 4, U.S. marshals caught up with Lewis. She was holed
47. up in an apartment in Houston. Her
children were taken into protective custody. Lewis was sent to
the King County Jail.
Investigators interviewed two of her biological children, both
girls. One was 15, the other 11. The third
child was a 17-month-old boy.
The 15-year-old denied anyone was abused in the Lewis home.
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The 11-year-old was another story. She denied the abuse, too,
but investigators thought she sounded
coached. She contradicted herself at times, looking up and
around the room before she gave her
answers.
Hearing one question, she tried to think, then stopped and
talked to herself.
"I forget this all the time," she said.
ALWAYS THE EYES
Social worker Canfield visited the girl every few days after the
rescue, accompanying her on hospital
visits and chatting with her quietly.
The girl smiled more often now, gradually revealing more
48. details of her ordeal. Canfield filed regular case
reports that summarized their talks.
The girl had denied abuse in the past, she said, because Lewis
always knew about the interviews with
social workers. She always knew about the complaints from
schools. She always retaliated with more
abuse.
The girl said she was beaten with a crutch. Lewis made her
stand at attention all night next to the bed. If
the girl fell asleep, barbells were thrown at her feet. She had to
hold her hands on the table while Lewis
smashed them with canned food.
Another punishment was the stove burner. The girl said it was
red. She was forced to put her hand on it.
When she tried to pull her hand away, Lewis held it down.
And the eyes — always the eyes. Lewis poked them with
fingers, with keys, with the needle.
The injuries were evidence. While they healed, Lewis kept the
girl out of school, always mindful of state
laws governing truancy. The girl would miss a few days, but
never enough to trigger an inquiry.
Then Lewis would withdraw her from one school and send her
to another. Even that charade had stopped
— by the time of her rescue, the girl hadn't been to school in
seven months.
In an interview conducted by the King County Prosecutor's
Office, the girl's younger brother confirmed his
sister's account and added more detail.
49. Lewis and her mother hit the children with extension cords,
brooms, whatever was handy, the boy said.
He remembered wetting the bed, being beaten for it, and seeing
blood in his urine when he went to the
bathroom. The boy remembered being burned with lighters and
locked in the trunk of the car more times
than he could count. He said Lewis pressed his sister's hand on
the orange stove burner until the skin
peeled away.
'FIND IT YOURSELF'
Banks Evans, the CPS field investigator, had one more task
before he could close his case. Lewis had to
be interviewed, or at least given the opportunity to talk.
Evans took a trip to the Kent branch of the King County Jail in
late April. In the visiting area, he waited for
Lewis.
She came to the security window and picked up the phone.
Evans asked Lewis if she remembered him.
"No."
Evans identified himself.
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"I can't talk to you," Lewis said.
50. Evans asked Lewis for the name of her attorney.
"Find it yourself," Lewis said. She dropped the phone and called
for the guard.
THE PRAYER
In the early weeks of 2006, Heidi Canfield watched the girl
blossom. She was living with another foster
parent now.
Canfield watched her progress closely, seeing the signs of
healing. She took her shopping for shoes,
praised her new hairstyle and showered her with compliments.
Smiles lit the girl's face. Sometimes she laughed, and twittered
like a teenager.
She was beautiful, Canfield thought.
During one late January checkup at Mary Bridge Children's
Hospital in Tacoma, the girl left her new
earrings behind. Canfield stopped by a few days later to pick
them up.
A receptionist in the radiology unit asked how the girl was
doing, and said the staff had been thinking
about her. They wanted to send their love. Canfield couldn't
help crying.
On Feb. 1, 2006, Canfield went with the girl to another doctor's
appointment.
The child looked so much better. She smiled and talked. She
had been helping the investigators who
51. were searching for Chornice Lewis, trying to recall where
relatives lived.
Looking back on her rescue, the girl remembered a man: the one
who called CPS.
She knew him. He was married to her Aunt Rose, she said. The
man was disabled. Sometimes Chornice
took care of him. He feared Chornice. He knew what was going
on.
The girl remembered saying a prayer with the man — a prayer
for salvation. Her prayer was answered,
she said.
She looked at Canfield, and said something more:
"I knew you would come."
Sean Robinson: 253-597-8486
[email protected]
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52. Page 20 of 21Torture: The state fails a young girl | Special
Projects | The News Tribune
10/28/2014http://www.thenewstribune.com/2007/06/21/93111/to
rture-the-state-fails-a-young.html