Assigned Community River Ward District, 19137, 19134 Philadelphi.docx

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Assigned Community River Ward District, 19137, 19134 Philadelphia Pennsylvania Your paper will assume you work for a public health organization that operates a mobile health intervention unit. Develop a complete intervention program. Include the following in your intervention program: Community is identified with a brief description.1 paragraph Determinants of Health for the community are overviewed and explained (1-2 pages) Epidemiological factors, including the impact of the issue on the community, are provided and supported with evidence to justify the need for an intervention. (2- 4 pages) The Goals of the intervention are clearly stated and well developed. (Bullet Points) •The two objectives of the intervention program are clearly stated and described (1 paragraph each) •The strategies that will be used to accomplish each objective are clearly stated and thoroughly described including: actions, resources, timeframe and evaluation method. (2 page min. for each objective) .

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Write a 4-5 page population health improvement plan, based on your evaluation of the best available evidence from a minimum of 3-5 current scholarly or professional sources of demographic, environmental, and epidemiological data that focuses on your diagnosis of a widespread population health issue. Part of effectively engaging in evidence-based practice is the ability to synthesize raw health data with research studies and other relevant information in the literature. This will enable you to develop sound interventions, initiatives, and outcomes to address health concerns that you find in data during the course of your practice. In this assessment, you have an opportunity to evaluate community demographic, environmental, and epidemiological data to diagnose a widespread population health issue, which will be the focus of a health improvement plan that you develop. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 2: Apply evidence-based practice to design interventions to improve population health. Evaluate community demographic, epidemiological, and environmental data to diagnose widespread population health issues. Develop an ethical health improvement plan to address a population health issue within a community. Competency 3: Evaluate outcomes of evidence-based interventions. Propose criteria for evaluating population health improvement plan outcomes. Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision. Justify the value and relevance of evidence used as the basis of a population health improvement plan. Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions. Develop a strategy for communicating with colleagues and members of the community in an ethical, culturally sensitive, and inclusive way. Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Scenario Your organization is undertaking a population health improvement initiative focused on one of the pervasive and chronic health concerns in the local community. Examples of health improvement initiatives include nationwide concerns, such as type 2 diabetes, HIV, obesity, insect bites, and Zika. However, your organization has asked you to determine which widespread health concern should be addressed in a population health improvement plan for your community and has entrusted you with gathering and evaluating the relevant data. Your Role You are a nurse in a community clinic or hospital and you have a good idea about the most common chronic health issues among its patients. You have been asked to prepare a presentation for the next staff meeting about the issue and the plan that you are proposing to help improve the .

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HE007: Disease Distribution and Management Short Answer Submission Form Your Name: First and last Your E-Mail Address: Your email hereInstructions Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the rubric which will be used to evaluate your responses. Short Answer 1 You are a healthcare administrator in a hospital and are contributing to a community health needs assessment (CHNA) for your county. Visit http://www.cdc.gov/brfss/brfssprevalence/ , and complete the following: Note: Detailed instructions for the use of this site, titled “Instructions for SMART: BRFSS City and County Data,” is available in the Assessment materials, if needed. 1. From the pull-down menu, select the criteria for the desired health risk data, select MMSA: AL- Tuscaloosa, Year: 2012, and Category: Chronic Health Indicators. 2. Click on the questions to view the prevalence of each chronic disease. For example, to view the prevalence rate of heart attacks among Tuscaloosa residents, click on “Ever told you had a heart attack (myocardial infarction)?” to discover that 3.6% of Tuscaloosa residents report ever having suffered from a heart attack. 3. After viewing the data for each of the Chronic Health Indicators, scroll down and click on Overweight and Obesity (BMI) and then Weight Classification by Body Mass Index (BMI) to view obesity rates for Tuscaloosa. 4. Now, compare the prevalence of each chronic disease in Tuscaloosa to the prevalence in Alabama. Based on the information you analyzed, respond to the following prompts: · Identify 10 indicators to measure public health that you would use to develop a holistic picture of the health of the community in Tuscaloosa. Describe what each indicator measures, and justify its necessity for the CHNA. You should use a mix of socio-economic, disease, and clinical indicators. (2–3 sentences for each indicator) · Explain how three stakeholders should be involved to ensure the entire spectrum of community needs is considered. (1–2 pages) Your Response ANSWER 1. Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations 3 Exceeds Expectations Sub-Competency 1: Analyze community health needs using public health and clinical data. Learning Objective 1.1: Analyze indicators to measure public health. Analysis of indicators to measure public health is missing. Response analyzes fewer than 10 indicators to measure public health. Indicators are not appropriate to measure public health. Response accurately and thoroughly analyzes 10 indicators to measure public health, and justifies its necessity for the CHNA. Response represents a diverse mix of socio-economic, demographic, disease, and clinical indicators. Demonstrates the same level of achievement as “2,” plus the following: Response includes a logical rationale on why each indicator was chosen. Learning Objective 1.2: Explain how stakeholders should be involved ...

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Competencies Describe the foundations of public and community health nursing. Analyze the influence of cultural, socioeconomic, and behavioral factors on public health. Evaluate the impact of local, state, and national policy on public health. Design multidimensional strategies of care considering the health determinants of vulnerable populations. Facilitate public health nursing care through collaboration with resource partners, including dissemination of relevant information. Analyze communicable diseases and their potential impact on public health. Scenario A public health colleague has approached you about being a consultant to work with a community group to help guide them through the action planning process. She has asked you to prepare a step-by-step guide on how to develop an action plan for the community group.The guiding document you create will be used to provide an overview of the process for developing a community action plan and will be used during an upcoming community meeting with interested consumers, local community members, and public health officials. Instructions Prepare a guiding document for the development of an action plan that: Details the steps in developing an action plan for the community. Explains the key components of the action plan, including components needed to address the cultural, socioeconomic, and behavioral factors in the community. Describes how an action plan could improve the health outcomes of the community. Discusses your role as a public and community health nurse in the action planning process, including: Your role in identifying health determinants of the vulnerable populations in the community. Your role in assessing the potential impact of communicable diseases on the health of the community. Suggests possible stakeholders to improve collaboration in the community, including policy-influencers, representatives of the different cultural and population groups affected, and social service and healthcare partners. Designs the implementation process for the action plan with suggested goals for each phase of implementation, including: Communication and dissemination of information to the community. Development of multidimensional strategies of care for the community. Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar in the guiding document. ...

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PowerPoint Presentation #1 TOPIC- Mental health illness in adults with substance abuse The Assessment must include epidemiological methods including, but not limited to the following items: Descriptive information on the target population (e.g., age, gender, culture, ethnicity) and location (e.g., city, town, state). Identification through assessment means of the health issue/problem and how it has affected the target population (information on impact could come from mortality and morbidity reports, academic research, etc. Avoid using online sources such as WebMD. Government sources are fine, but the Ashford Library’s journal collection is the best means to discover data on health impact.) Risk factors as outlined by epidemiological means (risk factors include social and behavioral determinants within the community or among the population that contributes to or ameliorates this problem). Other demographic information outlined by epidemiological assessment measures. Explain how the two essential services that revolve around assessment are applied to this health problem: 1) Monitor Health and 2) Diagnose and Investigate. These two services ensure that a community’s health assessment is accurate. Policy Development Actions Describe what has been done in general to address the issue (e.g. resources, facilities, organizations). Locate scholarly sources from the Ashford University Library to help you address what has already been done to address the issue. Describe what has been done specifically in the community/city/town/state your team is researching to address this issue (e.g., programs and interventions or the creation of organizations to address the issue). Existing Policies. Analyze the policies that currently exist to resolve the problem. For example: seatbelts were required by car manufacturers to reduce injuries and deaths from car accidents. Policy Development. Discuss new policies that should or could be developed to better address the issue. For example: some communities do not fluoridate their water systems and developing such a policy could help reduce dental caries. Identify Stakeholders and potential facilitators. Are there leaders and/or organizations within this community that can be identified and assist with the policy development? Who are they and why would you specifically select them? Explain how the three essential services that fall into the Policy Development category are applied to your health problem: 3) Inform, Educate and Empower; 4) Mobilize Community Partnerships; and 5) Develop Policies. PowerPoint Presentation #2 Assurance Activities : Now that the assessment and policy development actions have been outlined, provide assurances to the affected community that what has been or will be done will be effective and sustaining. With each of the four essential services associated with assurance, analyze how these factors will be applied to the selected health problem for this population. The key terms in eac.

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Part 1: (250 words Maximum) For this discussion, first research human services jobs in your local area or in an area (city or state) of interest to you across three settings of your choice. The settings may include any of the following: Treatment or rehabilitation center Hospital Outpatient health clinic Home health Hospice Then summarize the role and responsibilities described in the three different job postings you discovered. Finally, in response to your peers, highlight any differences between the jobs you highlighted and consider what may account for these differences (location, setting, and so on). Part 2: (250 words Maximum) Overview: Before beginning the assignment, you should be familiar with the three public health intervention levels. The following case (Case Attached) follows a localized outbreak of hepatitis A and the actions taken by local citizens, governmental organizations, and a coalition of hospitals. As you read, identify specific parties and their actions/interventions to address the crisis. Using the table below, identify the following: · What: the action/intervention taken · Who: the organization or person undertaking the action/intervention · Whether the action/intervention was primary, secondary, or tertiary . Instructions Identify at least three interventions from the case above, using no more than 10 or so words (without an explanation). For each instance, identify the action, the person or organization performing the action, and the type of intervention it is. There are eight separate interventions identified, and two are completed as examples (numbers 4 and 8). The order of your entries does not matter. Grading: You will receive 4 points for each correct cell/answer, up to a total of 36 point s. · Primary interventions involve activities aimed at reducing factors that lead to health problems. · Secondary interventions involve early detection of and intervention in the potential development of a public health problem. · Tertiary intervention is focused on treatment of an existing health problem to lessen its effects and prevent further deterioration and recurrence. Hepatitis-A Outbreak # What: The Action/Intervention Taken Who: The Organization or Persons Performing the Intervention Type of Intervention: Primary, Secondary, Tertiary 1. 2. 3. 4. Hepatitis-A immunization of Your Average Jackemployees BoH Secondary 5. 6. 7. 8. Provided treatment for those who became ill Hospitals/Clinics Tertiary Part 3: (250 words Maximum) Prompt: You will examine public health interventions published in scholarly literature for how they addressed your selected public health issue. Specifically, the following critical elements must be addressed: III. Public Health Interventions A. Analyze at least two published public health interventions used to address the issue, describing both the interventions and the theoretical basis of each. In other words, what were the intervention .

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1. You and your team from the local health department have been tasked with starting a public health program to address the rapid increase in sexually transmitted diseases in an area with a large immigrant population. What key strategies would you employ with the communitybefore starting this program? What are some foreseen issues and barriers to implementing this program among this population? What are the cultural implications that might be considered given the target population? 2. You are newly hired as the CEO of a global public health organization. What would your five key priorities and strategies be around leadership and management in your first 100 days? Consider your role as THE leader of the organization and what approaches you might take. 3. You have just been appointed the Director of Public Health of Any State, USA. As the new Director, you have the power to enact only one (or build on a previously existing) policy during your tenure. Select an issue that you think applying a policy solution will make the most significant impact on the health and well-being of people in your state. Using the policy cycle we discussed in class, please provide an example of how you might develop a policy to address your chosen issue. (HINT: Briefly describe your approach at each segment of the policy cycle from start to finish!) 4. You will utilize the information presented by your group (name your state) to develop and implement a strategy for moving forward with your goals and objectives. Please refer to Parts IV and V of the strategic planning exercise below. For this question, you will submit two tables--a version of Table 2 with your rationale and a completed Table 3 for your implementation strategy (budget). Table 1 is for your planning and strategizing purposes only. The first portion (strategy rationale) is worth 10 points. The budget is worth 5 points. Information for Question 4 Part IV—Developing a Strategy Compare the health department’s current programs with the needs of the external environment (the results of your external environmental analyses) within the context of the Department’s vision, mission, and strategic goals. You will develop a strategy for the Health Department by modifying (if necessary) the portfolio of programs so that they best address the needs of your environment as identified in the environmental analysis. You have three options regarding programs and services—reduce or eliminate; maintain the existing portfolio; and add new programs and services; and you have three options regarding the population served—reduce the number of clients; maintain the existing number of clients; and add new clients. The program decisions consist of two elements—the "Program Strategy Matrix" and the "Program Strategy Rationale." The Program Strategy Matrix is used to record your decisions regarding programs and clients. The format of the Program Strategy Matrix is shown in the following table. Please note t ...

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ask NamePhase 4 Individual ProjectDeliverable Length1 page.docx

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Asking the Right Questions: A Comprehensive Example Teenagers face extremely complicated social and emotional issues. The issues are inescapable, but most teens are not prepared to rationally handle them. Because they are ill prepared, the need for effective and honest communication between teens and their parents is more vital than ever. Parent's wisdom, accumulated by their experience and study, can guide their children to the best decision. This pressing need for communication is being undermined however, by the extension of individual rights to minors. A troubling example of minor's rights taken much too far is the federal law that permits minors to obtain an abortion without parental consent. The reasoning behind such a law is that a girl will be less likely to get the abortion she wants if she must disclose her intentions to her parents. What these supporters fail to consider is that just because a minor wants to get an abortion does not mean she should get one. Think about it. Would you want your daughter to make an impulsive decision about such an important matter? This law needs to be changed before more teenagers' lives are destroyed. Compare the situation with that of a young child who is terribly distraught over a particular bully's constant taunting. The child may want to retort with nasty remarks or a physical fight. Only after consulting with a parent will the child realize that a confrontation yields more aggravation and possible physical harm. Similarly, a girl who discovers she is pregnant will be overcome with emotions — regret, confusion, guilt, disappointment, and fear. With these emotions weighing upon her, she is likely to act unthinkingly. She needs the mature and rationale guidance a parent can provide to avoid making an impulsive decision. Supporters also argue that involuntary parental consent will only damage the parent/child relationship by escalating conflict and stress. Just the opposite is the case, however. Parental consent requirements prevent disastrous scenes that will inevitably occur if parents discover their daughter has had an abortion without their consent. Of course, some tensions may arise when the daughter reveals her pregnancy, but this initial tension is a small price to pay for an open and honest relationship. Statutes that allow abortions to be administered without parental consent prevent girls from seeking the advice of the people who care so much for them. These anti-parental-consent laws developed out of a legitimate concern for a minor's rights, but what about the rights of the parents? Law requires parental consent when a minor is to undergo any medical procedure. A minor can be refused medical attention until one parent consents, except in emergency situations. This law even applies to a minor's wish to get their ears pierced! In such cases, the law recognizes the parents' right to know the state of their child's well being. It is a denial of this right, therefore, to permit minors to und.

Asking the Right Questions A Comprehensive ExampleTeenagers face .docx

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Asian Americans had been excluded from entering the U.S. for more than half a century through the litany of anti-Asian immigration legislation passed in the years (1882, 1917, 1924, 1934) leading up to WWII. How did the 1965 Immigration Act (Hart-Cellar Act) change this situation? Why have so many well-educated Asians immigrated into the U.S. after the passage of this act? To what extent will Asian immigrants continue to enter the U.S. in the 21 st century? Drawing upon evidence presented in the course reading (Fong's chapter), make a case that Asian immigrants will continue to come in a steady pace to the U.S., or slow down significantly, or halt altogether. Essay should be 3 to 4pages. .

Asian Americans had been excluded from entering the U.S. for more .docx

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Asignación 3: Medidas de Tendencia Central y Dispersión 1. La tabla adjunta describe los asesinatos por mes que ocurrieron en Puerto Rico durante el año 2009 Enero Febrero Marzo Abril Mayo Junio Julio Agosto Sept. Octubre Nov. Dic. 56 80 75 63 91 79 63 75 84 84 85 59 Fuente: tendenciaspr.com Calcule las siguientes estadísticas: a. Promedio b. Mediana c. Moda d. Varianza e. Desviación estándar .

Asignación 3 Medidas de Tendencia Central y Dispersión 1. L.docx

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Ashford 4: - Week 3 - Assignment Diversity, Inequality, and Immigration Use the following outline to discuss diversity, inequality, and immigration in human services: Overview of Inequality . Present the history of inequality and racial injustice in our society. Discuss the current disparities in housing and home ownership, health, health insurance, social mobility, employment status, and political representation. Have such disparities improved over time or have they become progressively worse? What is the current state of prejudice, discrimination, and oppression? Understanding Ethnicity . Describe how our overall view of ethnicity has been shaped by cultural definitions, media stereotypes, ethnic identity, institutional racism, and discrimination. Immigration . Examine the impact of immigration and immigration policy on cultural diversity and social inequities. What are the current controversies surrounding immigration, and what are your personal thoughts on them from a human services perspective? Working with Diverse Groups . As human services professionals, we work with a diverse group of audiences and clients. Discuss the considerations and guidelines for working with diverse groups, such as ethnic minorities, women, the gay and lesbian community, and people with disabilities. Your assignment should be two- to three-pages in length (excluding title and reference pages), formatted according to the APA guidelines as outlined in the Ashford Writing Center. You must utilize at least three scholarly sources that are cited according to APA style. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment . .

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Ashford 5: - Week 4 - Assignment Culturally Relevant Inspiration A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a web-based presentation or website that you can use in the future to support your teaching efforts. The goal is to showcase several model schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for model schools or programs. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, Sunday schools and other religious schools, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your website or web-based presentation. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice. A listing of good free tools you might choose to use as you develop a website is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor. Similarly, there are numerous web-based tools that could be utilized to create an interactive presentation, such as animoto, knovio, prezi, or present.me. Use your creativity and try something new! Review the Week Four Instructor Guidance for detailed assistance about preparing for and completing this assignment. Next, construct your assignment to meet the content and written communication expectations below. Content Expectations Website or Web-based Presentation Content (8 points): Create a Website or Web-based Presentation that includes each of the following items: A separate page/slide for the three schools. Each page needs: A link to the school or program The location and general demographic information about the students A summary of why the school or program is innovative and/or unique A list of the 21st century skills supported by the school or program A description of how the learning experiences reflect culturally relevant pedagogy A description of how the school and/or program promotes creativity in the classroom for both teachers and students Website or Web-based Presentation Appearance (1.25 points): The Website or Web-based Presentation is well organized, formatted with high-contrast colors, and includes a logical navigational structure among pages and embedded or linked videos or ph.

Ashford 5 - Week 4 - AssignmentCulturally Relevant InspirationA.docx

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Ashford phi 208 : - Week 4 - Quiz Question 1. 1. Aristotle describes each virtue as: (Points : 1) a maximum. a minimum a relative mean. an absolute mean. Question 2. 2. Hill claims that a fruitful way to think about the badness of destroying the environment is: (Points : 1) To think about what kind of human would choose to destroy the earth. To appeal to theories about God and care for the earth. To examine people’s intuitions about whether it is right to harm the environment. To examine the rights that belong to the environment and act on the basis of those rights. Question 3. 3. In Aristotle’s view, the virtues are: (Points : 1) acquired through habit. acquired through philosophical reflection. a gift from the gods. something we are either born with or not. Question 4. 4. Which of the following would be an idea shared both by the teacher (Kevin Kline) from the clip of The Emperor’s Club, and by either MacIntyre or Aristotle (or both)? (Points : 1) If you act dishonestly, you are bound to eventually get caught, and that is why you should always be honest. If one exercises the virtues like honesty, one is bound to achieve greater wealth, success, and honor. Cheating might lead to external success, but at the cost of internal failure. Watch what you say because you never know who might be listening . Question 5. 5. According to Thomas Hill’s account of environmental ethics, a person might show a lack of virtue when they: (Points : 1) fail to realize that human needs and interests are worthless and unimportant. fail find any aesthetic value in nature. fail to recognize the rights of nonsentient beings. All of the above. Question 6. 6. Hill refers to the ability to understand oneself, to face oneself, and to be honest about the kind of creature one is by this term: (Points : 1) Self-love Humility Self-acceptance Relational harmony Question 7. 7. Robinson agrees with Aquinas’ idea that @The answer can be found on p. 265 of Robinson’s article “Magnanimity and Integrity as Military Virtues” (Points : 1) Honor is a subjective quality Honor is secondary to integrity Honor must be displayed in action Honor is secondary to magnanimity None of the above Question 8. 8. According to Aristotle, happiness is: (Points : 1) a contented state of mind. as much pleasure and as little pain as possible. feeling good about oneself. a life that is lived well. Question 9. 9. Aristotle conceives of a virtue as: (Points : 1) a rule that tells you what the right action is. a state of character that enables practically wise choices. a positive self-image. a way to gain as much pleasure as possible. Question 10. 10. Most definitions of honor regard it as having the following two elements: @The answer can be found on p 259 of Robinson’s article “Magnanimity and Integrity as Military Virtues” (Points : 1) Internal and external Subjective and personal Constructive and deductive Military and civilian None of the abov.

Ashford phi 208 - Week 4 - QuizQuestion 1. 1. Aristotl.docx

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Ashford 6: - Week 5 - Final Project Final Project The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using Tiki-Toki . Focus of the Final Project For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event. Guidelines for the Timeline To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using Tiki-Toki . You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document. Additional notes regarding the timeline: Review the following example of the Final Timeline Assignment for EDU 324 . The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline. When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate. Please be sure that all images have captions. Written document must include: Cover page Reflection of the timeline Tiki-toki link A reference page Reflection Items: Determine which event listed in your timeline you feel is the most significant and explain why. State which event you found the most interesting and explain why. If you had access to a time travel machine, explain which event you would like to have been a part of and why. Predict an event that you think will be listed on future timelines and provide a rationale. Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items. The summari.

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx

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Ashford 6: - Week 5 - Final Paper Civil Liberties, Habeas Corpus, and the War on Terror The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade. Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012). An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution. Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court. Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important quest.

Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx

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Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx

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