Chapter 13 The Juvenile Justice System
Juveniles were not always considered a separate group of individuals for the criminal justice system to address. Historically, it has been the family’s responsibility to control and punish children. Eventually, the development of parens patriae took hold, which meant in the best interest of the child. This allowed the states to step in to control delinquent, unruly children when the family was unable to do so.
Beginning in the 1960s, the U.S. Supreme Court started to address juveniles’ rights in the criminal justice system. The court established that juveniles were entitled to many of the same rights as adults were. The court did decide that juveniles were not entitled to a trial by jury, since that would make the system too adversarial. The main focus and goal of the juvenile system was rehabilitation and treatment.
· Introduction: Juvenile Justice System
· Built in part, on the approach that youth need protection and understanding
· Distinct from the adult CJS in that it reflects this perspective and has its own special terms and procedures
· Focuses on rehabilitation and the best interests of the child
· Juvenile Justice: A Brief History
· Grounded in English common law as jurists began to formally recognize and pass established standards related to a child’s inability to form intent
· Certain people were incapable of forming the intent or action of committing a crime and identified “infants” as children too young to understand their actions and consequences
· Children under the age of 7 were considered infants and viewed as incapable of forming the intent necessary for serious criminal offenses
· Older children, those over 14, were treated as adults
· Accountability for the in-between ages depended on the ability to distinguish between right and wrong
· Development of a Different System for Juveniles
· In the 18th century, children who engaged in wrongdoing were treated like adults in the penal system
· In the home, parents were responsible for controlling behavior
· Patria postestas established the father’s right to use strict discipline for unruly children
· By 19th century, increased birth rates, immigration, and industrialization resulted in high numbers of dependent and destitute children
· During 19th and 20th centuries, the child savers emerged as progressive reformers determined to improve treatment of juveniles
· Believed children were not inherently bad or evil but a product of their environments
· Initiated efforts to build institutions designed to rehabilitate juveniles
· Houses of Refuge, controlled by the state, provided shelter and structure for dependent, neglected, and delinquent children
· True age of reform began in 1899 with the creation of the juvenile court
· 1899, Illinois passed the Juvenile Court Act designed to “regulate the treatment and control of dependent, neglected, and delinquent children” and opened the first juvenile-specific court in Cook County
· By 1945, all s.
The juvenile justice system originated from the child-saving movement which argued the state has a responsibility to protect children. The first juvenile court was established in Illinois in 1899 and differed from adult courts by having no juries, different terminology, and focus on rehabilitation over punishment. A series of Supreme Court cases from 1966-1975 gave juveniles some due process rights like right to counsel. Today states set their own juvenile justice policies but the system focuses on rehabilitation for youth offenders.
The document discusses the history and evolution of the juvenile justice system in the United States. It began based on the philosophy of parens patriae, where the state acts as a guardian for children. In the late 19th century, child savers lobbied for the creation of the first juvenile court in Cook County, Illinois in 1899. Through the 1960s-1980s, the Supreme Court issued rulings establishing juveniles' right to due process. Today the juvenile justice system focuses on community-based alternatives to incarceration, though it remains at a crossroads due to public fear around youth crime.
The document provides an overview of the origin and development of children's courts globally. It discusses how children were previously treated as adults in criminal courts but reforms recognized that children require rehabilitation rather than punishment. The first juvenile court was established in Chicago in 1899 to have a separate system focused on treatment for youth. Key developments included the establishment of juvenile courts in other US states and countries in the early 1900s. The document also summarizes landmark legal cases like In re Gault that extended procedural rights for juveniles. Overall, it traces the philosophical shift from punitive to rehabilitative models for dealing with young offenders.
Juvenile Justice SystemComment by Jamie Price Good job.docxtawnyataylor528
Juvenile Justice System Comment by Jamie Price: Good job with the title page
Chalyne A. Arvie
CPSS235
26FEB2018
JAMIE PRICE
Running head: JUVENILE JUSTICE SYSTEM
1
JUVENILE JUSTICE SYSTEM
7
Juvenile Justice System
Juvenile Justice System Development Comment by Jamie Price: Good job with using headings.
But your first paragraph should be an introduction.
Introduce the main points that will be covered. Let the reader know where the paper is going.
Refer to my help documents associated with this assignment for assistance with creating a good academic introduction.
In the United States, the adolescent court framework was established more than ten years before the main court establishment in 1899 in Illinois. Before its formation, all youngsters were considered as adults or grownup where they were punished in similar ways as adults. Prior to the creation of juvenile courts, the common law's infancy defense provided the only special protections for young offenders charged with crimes. The common law conclusively presumed that children younger than seven years of age lacked criminal capacity, while those fourteen years of age and older possessed full criminal responsibility. Comment by Jamie Price: This is good information but you need to cite your work.
If the information isn’t common knowledge, you need to cite it using in-text citations.
Some basic formats are:
Blah blah blah (Last name, year).
According to Last name (year), blah blah blah.
Last name (year) reported that “blah blah blah” (p. #).
“Blah blah blah” (Last name, year, p. #).
The history of the juvenile justice system dates as far back as to the bible to Roman Era time. In this period, it was the parent’s responsibility to punish their children, unless the child is in need of a more severe consequences. In the middle ages, common law was established in England. The use of shires, reeves, and chancellors were used. When being punished, the English used the same punishments on children over the age of seven as an adult. In eighteenth-century London, jails were created based upon workhouses. On July 1899, United States established the first juvenile justice system located in Illinois. The Illinois legislature passed the Illinois Juvenile Act that would disciple accordingly to children under the age of sixteen. The juvenile courts were to take jurisdiction over the children (Champion, Merlo, & Benekos, 2013). Comment by Jamie Price: Try to remove unnecessary words.
“is in need of a” = needs Comment by Jamie Price: Good job citing your work.
Predominant Philosophy of the Juvenile System
Alterations in the social origination ideology of youngsters and the system of cultural control in the nineteenth-century y led to the establishment of the very first juvenile court in 1899. To differentiate between the young and adult offenders, progressive philosophers made efforts to reform the juvenile court system. They developed new thoughts regarding adolescence and made the court ...
The document outlines key differences between juvenile proceedings and criminal proceedings:
1) Juvenile proceedings focus on rehabilitation rather than punishment and aim to avoid stigma, while criminal proceedings emphasize punishment.
2) Juvenile proceedings provide certain due process rights like notice, counsel, confrontation, and privilege against self-incrimination that were established in In re Gault.
3) Juveniles can be tried in juvenile court under juvenile justice processes or transferred to adult criminal court through waiver, legislative exclusion, or prosecutorial discretion.
The document discusses young offenders in the criminal justice system. It outlines several key points:
1. It identifies common reasons why young people engage in criminal behavior such as poor parental supervision, drug/alcohol abuse, and negative peer influences.
2. Young people are treated differently than adults in order to protect their welfare and prevent exploitation, as well as protect others from unfair treatment due to their minor status.
3. The minimum age of criminal responsibility in NSW is 10 years old based on the presumption of doli incapax, though there are debates around possibly lowering this age. Alternative diversionary programs and a focus on rehabilitation over punishment are emphasized for young offenders.
Juveniles Tried as Adults
Juveniles Tried as Adults
Research Thesis Paper
Juveniles Tried as Adults
It found that the compromise between punishment and healing for juvenile offenders is a dilemma that the United States have to face since the inception of its judicial system. After declaring self-rule from Britain, the United States modeled its lawful system after the one well-known United Kingdom. It meant that, in the eyes of the law, little difference was made between children and adults. Kids as could be tried as adults if warranted by their crime. At the end of 18th century, psychologists and sociologists began to recognize the emerging notion of adolescence as a developmentally different era of life. This is the idea of managing adolescent offender outer of the adult court became more widely accepted but keeping in line with the idea that juvenile delinquent requires special care and treatment. In this case, the society had a role to play in the prevention of Juvenile delinquency that opened the first facility for disturbed youth in 1825. New York House of Refuge, on the other hand, was created as an option for juveniles who had committed an illegal act that would have likely earned them time in jail. But in 1899, what came into existence is the development of first juvenile court in the United States came into existence in Cook County, Illinois. The rationale that was behind the forming a separate justice system for youths. Its evident that this was based on the British set of guidelines for parens patriae, which gives a State meaning as a parent. What is provided by Sickmund and Snyder is that the set of instructions was to give an interpretation with a mean because children were not of full legal capacity, the state had the inborn power and accountability to protect children whose natural parents were not providing suitable care or supervision. The court system viewed insufficient parenting as part of the problem with delinquent youth and reasoned that, with proper intervention, troubled juveniles could be put back on the path towards becoming law-abiding, productive members of their communities.
In 1899 United States of America, made legal history when the world's first juvenile court opened in Chicago. The court was founded on two fundamental principles. First, juveniles lack the maturity to take responsibility for their actions the way adults could. Secondly, because, their personality was not yet fully developed, what could be noted is that they could receive proper corrective measures more successfully than adult criminals. More than a century later, these principles remain the benchmarks of juvenile justice in the United States.
A rising number of crimes committed by the kids are being subjected to trial as adults much the way they might have been before the beginning of juvenile courts. This stems from public outra ...
The document summarizes the historical development of the juvenile justice system in the United States. It describes how the first institutions for youth in the early 19th century aimed to reform children through hard work and religious training. The first juvenile court was established in 1899 in Illinois based on the philosophy of parens patriae, which justified state intervention in children's lives. The 1967 Gault case gave juveniles some due process rights, shifting the court's focus from rehabilitation to punishment. The formal juvenile justice process typically involves police referrals, intake screening, detention, adjudication, and a range of disposition options such as probation, community services, and residential placements.
The juvenile justice system originated from the child-saving movement which argued the state has a responsibility to protect children. The first juvenile court was established in Illinois in 1899 and differed from adult courts by having no juries, different terminology, and focus on rehabilitation over punishment. A series of Supreme Court cases from 1966-1975 gave juveniles some due process rights like right to counsel. Today states set their own juvenile justice policies but the system focuses on rehabilitation for youth offenders.
The document discusses the history and evolution of the juvenile justice system in the United States. It began based on the philosophy of parens patriae, where the state acts as a guardian for children. In the late 19th century, child savers lobbied for the creation of the first juvenile court in Cook County, Illinois in 1899. Through the 1960s-1980s, the Supreme Court issued rulings establishing juveniles' right to due process. Today the juvenile justice system focuses on community-based alternatives to incarceration, though it remains at a crossroads due to public fear around youth crime.
The document provides an overview of the origin and development of children's courts globally. It discusses how children were previously treated as adults in criminal courts but reforms recognized that children require rehabilitation rather than punishment. The first juvenile court was established in Chicago in 1899 to have a separate system focused on treatment for youth. Key developments included the establishment of juvenile courts in other US states and countries in the early 1900s. The document also summarizes landmark legal cases like In re Gault that extended procedural rights for juveniles. Overall, it traces the philosophical shift from punitive to rehabilitative models for dealing with young offenders.
Juvenile Justice SystemComment by Jamie Price Good job.docxtawnyataylor528
Juvenile Justice System Comment by Jamie Price: Good job with the title page
Chalyne A. Arvie
CPSS235
26FEB2018
JAMIE PRICE
Running head: JUVENILE JUSTICE SYSTEM
1
JUVENILE JUSTICE SYSTEM
7
Juvenile Justice System
Juvenile Justice System Development Comment by Jamie Price: Good job with using headings.
But your first paragraph should be an introduction.
Introduce the main points that will be covered. Let the reader know where the paper is going.
Refer to my help documents associated with this assignment for assistance with creating a good academic introduction.
In the United States, the adolescent court framework was established more than ten years before the main court establishment in 1899 in Illinois. Before its formation, all youngsters were considered as adults or grownup where they were punished in similar ways as adults. Prior to the creation of juvenile courts, the common law's infancy defense provided the only special protections for young offenders charged with crimes. The common law conclusively presumed that children younger than seven years of age lacked criminal capacity, while those fourteen years of age and older possessed full criminal responsibility. Comment by Jamie Price: This is good information but you need to cite your work.
If the information isn’t common knowledge, you need to cite it using in-text citations.
Some basic formats are:
Blah blah blah (Last name, year).
According to Last name (year), blah blah blah.
Last name (year) reported that “blah blah blah” (p. #).
“Blah blah blah” (Last name, year, p. #).
The history of the juvenile justice system dates as far back as to the bible to Roman Era time. In this period, it was the parent’s responsibility to punish their children, unless the child is in need of a more severe consequences. In the middle ages, common law was established in England. The use of shires, reeves, and chancellors were used. When being punished, the English used the same punishments on children over the age of seven as an adult. In eighteenth-century London, jails were created based upon workhouses. On July 1899, United States established the first juvenile justice system located in Illinois. The Illinois legislature passed the Illinois Juvenile Act that would disciple accordingly to children under the age of sixteen. The juvenile courts were to take jurisdiction over the children (Champion, Merlo, & Benekos, 2013). Comment by Jamie Price: Try to remove unnecessary words.
“is in need of a” = needs Comment by Jamie Price: Good job citing your work.
Predominant Philosophy of the Juvenile System
Alterations in the social origination ideology of youngsters and the system of cultural control in the nineteenth-century y led to the establishment of the very first juvenile court in 1899. To differentiate between the young and adult offenders, progressive philosophers made efforts to reform the juvenile court system. They developed new thoughts regarding adolescence and made the court ...
The document outlines key differences between juvenile proceedings and criminal proceedings:
1) Juvenile proceedings focus on rehabilitation rather than punishment and aim to avoid stigma, while criminal proceedings emphasize punishment.
2) Juvenile proceedings provide certain due process rights like notice, counsel, confrontation, and privilege against self-incrimination that were established in In re Gault.
3) Juveniles can be tried in juvenile court under juvenile justice processes or transferred to adult criminal court through waiver, legislative exclusion, or prosecutorial discretion.
The document discusses young offenders in the criminal justice system. It outlines several key points:
1. It identifies common reasons why young people engage in criminal behavior such as poor parental supervision, drug/alcohol abuse, and negative peer influences.
2. Young people are treated differently than adults in order to protect their welfare and prevent exploitation, as well as protect others from unfair treatment due to their minor status.
3. The minimum age of criminal responsibility in NSW is 10 years old based on the presumption of doli incapax, though there are debates around possibly lowering this age. Alternative diversionary programs and a focus on rehabilitation over punishment are emphasized for young offenders.
Juveniles Tried as Adults
Juveniles Tried as Adults
Research Thesis Paper
Juveniles Tried as Adults
It found that the compromise between punishment and healing for juvenile offenders is a dilemma that the United States have to face since the inception of its judicial system. After declaring self-rule from Britain, the United States modeled its lawful system after the one well-known United Kingdom. It meant that, in the eyes of the law, little difference was made between children and adults. Kids as could be tried as adults if warranted by their crime. At the end of 18th century, psychologists and sociologists began to recognize the emerging notion of adolescence as a developmentally different era of life. This is the idea of managing adolescent offender outer of the adult court became more widely accepted but keeping in line with the idea that juvenile delinquent requires special care and treatment. In this case, the society had a role to play in the prevention of Juvenile delinquency that opened the first facility for disturbed youth in 1825. New York House of Refuge, on the other hand, was created as an option for juveniles who had committed an illegal act that would have likely earned them time in jail. But in 1899, what came into existence is the development of first juvenile court in the United States came into existence in Cook County, Illinois. The rationale that was behind the forming a separate justice system for youths. Its evident that this was based on the British set of guidelines for parens patriae, which gives a State meaning as a parent. What is provided by Sickmund and Snyder is that the set of instructions was to give an interpretation with a mean because children were not of full legal capacity, the state had the inborn power and accountability to protect children whose natural parents were not providing suitable care or supervision. The court system viewed insufficient parenting as part of the problem with delinquent youth and reasoned that, with proper intervention, troubled juveniles could be put back on the path towards becoming law-abiding, productive members of their communities.
In 1899 United States of America, made legal history when the world's first juvenile court opened in Chicago. The court was founded on two fundamental principles. First, juveniles lack the maturity to take responsibility for their actions the way adults could. Secondly, because, their personality was not yet fully developed, what could be noted is that they could receive proper corrective measures more successfully than adult criminals. More than a century later, these principles remain the benchmarks of juvenile justice in the United States.
A rising number of crimes committed by the kids are being subjected to trial as adults much the way they might have been before the beginning of juvenile courts. This stems from public outra ...
The document summarizes the historical development of the juvenile justice system in the United States. It describes how the first institutions for youth in the early 19th century aimed to reform children through hard work and religious training. The first juvenile court was established in 1899 in Illinois based on the philosophy of parens patriae, which justified state intervention in children's lives. The 1967 Gault case gave juveniles some due process rights, shifting the court's focus from rehabilitation to punishment. The formal juvenile justice process typically involves police referrals, intake screening, detention, adjudication, and a range of disposition options such as probation, community services, and residential placements.
Running Head ANALYSIS1ANALYSIS14Juvenile De.docxhealdkathaleen
Running Head: ANALYSIS 1
ANALYSIS 14
Juvenile Delinquency Analysis
Joshua D. Musick
University of Maryland Global College
PSAD 495
Professor: Barry Titler
November 24, 2019
Introduction
Juvenile delinquency refers to the process of doing criminal acts by juveniles. It is possible for the juveniles to commit serious crimes in the society even though they are still considered children. The way in which the delinquents are dealt with cannot be similar to how adult offenders are treated in the society. The adults who commit offences are considered fully responsible for their behaviors and actions but the delinquents are still legally children (McCord & Conway, 2018). The legal systems in the United States has specific processes that are used to deal with the juveniles, for example, the juvenile detention centers. There are efforts which are there to try and identify the potential delinquents early so that are assisted in a way. The approach that is taken for the delinquents is to guide them towards reforming as opposed to its being a punishment.
It is common for the juveniles to be given suspended sentencing or probation. When the delinquent is unable to meet the conditions under these two conditions then they are under the stricter regimes as per the state standards. There are reform schools in the majority of the states. The hope for the youth in these institutions is for them to be rehabilitated before they become adults so that they can become well behaved adults (Garbarino & Plantz, 2017). The success of the modes of reform is not guaranteed and several of them end up getting into worse habits getting involved in adult crime. The education of the delinquents requires for them to be disciplined under the set laws. Dealing with the problem involves the participation of all stakeholders in public safety as well as support from the parents.
Specifications ad Definition
The definition of a delinquent in the United States is a person who is yet to reach the age of 18 years old which is the age of maturity and one whose behavior has been determined as delinquent by a court of law. The requirements for one to be referred to as delinquent vary from one state to another. The federal government came up with legislation that was meant to unify how the delinquents are handled under the Juvenile Justice and Delinquency Act of 1974. It is this act which came up with the Office of Juvenile Justice and Delinquency Prevention (OJJDP) which is in the Justice Department (McCord & Conway, 2018). The office is the one which administers grants for programs to deal with the delinquency as well as provide statistics on this type of crime. The office also funds research on the crimes of the youth as well as administration of juvenile custody mandates.
There are specific orders that are there and provided under the Juvenile Justice and Delinquency Act of 1974. The first one is deinstitutionalization which means that the young people who are charged with ...
The document discusses key aspects of the juvenile justice system including definitions of who is considered a juvenile, the basic steps in the juvenile court process from arrest through aftercare, examples of juvenile court placements, and terms used in juvenile court. It also provides statistics on outcomes of the juvenile justice process indicating it has been largely successful with high rates of restitution paid, community service completed, low recidivism, and youth engaged in education or vocational programs.
This document discusses the history and philosophy of the juvenile justice system in the United States. It covers the origins of distinguishing between juvenile and adult offenders, the establishment of the first juvenile courts in the late 19th century, and key Supreme Court cases from the mid-20th century that extended due process rights to juveniles. It also examines more recent trends like eroding the distinctions between juvenile and adult justice systems, and the rise of restorative justice approaches that focus on accountability, community protection, and competency development for young offenders.
This chapter discusses the juvenile court process. It describes the key decisions made, including detention, intake, adjudication, and disposition. Over 1.6 million delinquency cases were processed in 2007. The detention decision determines whether a juvenile is kept in custody or released. Intake involves deciding whether to file a formal petition or handle the case informally. Cases may also be transferred to adult criminal court. Research shows disproportionate minority contact at various stages and that transferring juveniles to adult court does not effectively prevent crime and may increase recidivism.
1) Some of the historical events that have had an impact on the.docxteresehearn
1)
Some of the historical events that have had an impact on the contemporary juvenile justice network in the United States, I can say starting off has to be the age differential for punishment. What I mean by that is, while reading some of the historical events I came across this portion; “there were no corporal punishment prior to puberty, which was considered to be the age of 12 years for females and 13 years for males. No capital punishment was to be imposed for those under 20 years of age, and that children under the age of 17 years were typically exempt from the death penalty (Bernard,1992)”.
Another historical event that had such an impact would be dealing with Chancery courts, under the guidance of the king’s chancellor, were created to consider petitions of those who were in need of special aid or intervention, such as women and children left in need of protection and aid by reason of divorce, death of a spouse, or abandonment, and to grant relief to such persons. Through the chancery courts, the king exercised the right of parens patriae (“parent of the country”) by enabling these courts to act in loco parentis (“in the place of parents”) to provide necessary services for the benefit of women and children (Bynum & Thompson, 1992).
Basically, stating that, “the king, as ruler of his country, was to assume responsibility for all of those under his rule, to provide parental care for children who had no parents, and to assist women who required aid for any of the reasons just mentioned. Although chancery courts did not normally deal with youthful offenders, they did deal with dependent or neglected children, as do juvenile courts in the United States today”.
My opinion on both are pretty much upside down, because these juveniles are getting more and more out of hand and I feel as if they are doing so not just because lack of attention from home, parents etc. they come up with but just foolishness knowing that they won’t necessarily get punished for it. But times have changed are going to continue to change just because of that. I was reading on the case Roper v. Simmons. This case was very interesting to me because teens are still committing these types of crimes, which I call pre-meditated. I wouldn’t want my love one away from me, but committing such crime, consequences are needed to be set in place. Now as far as the time served giving that would be difficult for me to decide, only because you may NEVER know what a person is committing the crime for. They can tell you one thing and mean another. Long term effects will result in continuous increase in prison population, after while the juvenile courts/jail will no longer be needed because it’s a continuous thing with the crimes being done. Juveniles stealing cars, robbing and killing-the EXACT thing they see us adults doing and seeing the punishments being given and thinking oh that’s nothing I can serve that. It’s like it’s a trend now.
2)
n 1818, a New York C.
The chapter discusses the history and evolution of the juvenile justice system in the United States. It covers the origins of separate treatment of juvenile offenders beginning in the 18th century and key milestones like the establishment of the first juvenile court in 1899. The chapter also examines landmark Supreme Court cases that established due process rights for juveniles and the current three-phase process of intake, adjudication, and disposition for dealing with juvenile offenders.
Juvenile Justice And The Criminal Justice SystemToya Shamberger
The juvenile justice system aims to rehabilitate juvenile offenders rather than punish them. It recognizes that juveniles are still developing and can be reformed. However, some argue juveniles should face tougher consequences to deter crime. This document discusses the history and goals of the juvenile justice system, including landmark Supreme Court cases that established juveniles' constitutional rights in the system. It also examines different approaches to treating juvenile offenders and the challenges of addressing their rehabilitation and public safety.
The document provides information about Georgia's juvenile justice system, including:
1. It distinguishes between delinquent and unruly acts committed by minors, with delinquent acts being criminal offenses and unruly acts violating laws only pertaining to children.
2. When juveniles are taken into custody, they have the same rights as adults plus additional rights like having a parent/guardian contacted and being represented by an attorney.
3. The juvenile justice system focuses on rehabilitating rather than punishing juveniles, though those committing certain serious crimes can be tried as adults in superior court.
The chapter discusses the history and development of the juvenile justice system in the United States. It begins by covering the origins of the first juvenile court in Cook County, Illinois in the late 19th century. It then examines key Supreme Court cases that established due process rights for juveniles. Finally, it addresses recent trends like statutory exclusion laws and challenges facing the juvenile justice system today, such as the prevalence of mental health and substance abuse issues among young offenders.
The document discusses juvenile courts and their jurisdiction over minors. Some key points include:
1) Juvenile courts were established beginning in 1899 to have a separate legal system for juveniles accused of crimes.
2) Each state determines the age of juvenile court jurisdiction, which ranges from as young as 6 years old to as old as 17.
3) Juvenile courts aim to rehabilitate rather than punish and focus on the best interests of the child and community. Cases often involve delinquency, abuse, neglect, or family issues.
4) Important differences exist between adult criminal courts and juvenile courts in terms of processes and goals of protecting children versus punishment.
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required. APA help is available
here.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare wor.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required.
.
CompetencyAnalyze collaboration tools to support organizatio.docxbartholomeocoombs
Competency
Analyze collaboration tools to support organizational goals.
Scenario
You are a new manager at Elliot Building Supplies International who has seen huge success in managing your global team remotely. This success has been shown in the team outcomes/production and employee satisfaction and engagement. Senior leadership has taken notice of your success and has asked you to create a presentation to share with your peers, who also manage remotely, that explains the best collaboration tools for remote teams. Also, you will explain the best way to manage effectively and create a motivating and satisfying work environment that supports collaboration.
Instructions
You will need to include the following in your PowerPoint presentation.
Presentation welcome/introduction slide.
Collaboration tools that you have used to be successful.
This should include at least 4 different types of tools.
Each type should be explained in detail, along with the benefits it provides.
Critical skills to successfully manage remote employees.
Closing slide to share final thoughts and ideas.
.
Competency Checklist and Professional Development Resources .docxbartholomeocoombs
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency 6 Enagage with Communities and Organizations (3 hrs) (1 .docxbartholomeocoombs
This document discusses competency 6 which focuses on engaging with communities and organizations during the COVID-19 situation. Students are asked to explore how their community is addressing citizen needs during the pandemic by consulting with community leaders and organizations. They then need to provide a detailed account of the community needs they identified and how they participated at the community level to help address those needs.
Competency 2 Examine the organizational behavior within busines.docxbartholomeocoombs
Competency 2: Examine the organizational behavior within business systems
Provide the name of the corporation you will be using as the basis for this project.
Provide the organization’s purpose or mission statement.
Describe the organization's industry.
Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.).
Provide the list of interview questions you asked the manager/executive.
Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected:
Motivational theories
Psychological contract
Job design
Use of evaluation, feedback and rewards
Misbehavior
Individual or organizational stress
Provide citations in APA format for any references
.
CompetenciesEvaluate the challenges and benefits of employ.docxbartholomeocoombs
Competencies
Evaluate the challenges and benefits of employing a diverse workforce.
Design a plan for conducting business and managing employees in a global society.
Critique the actions of organizations as they integrate diverse perspectives into their cultures.
Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations.
Attribute different cultural perspectives to current social-cultural dimensions.
Analyze the importance of managing a diverse workforce.
Scenario Information
Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made.
Instructions
As part of your nomination, you have been asked to create a slide presentation including a voice recording for your entry (Voice Recording not needed). Remember your audience when giving your presentation and include the following slides:
Title slide
Highlighting the importance of workplace diversity
Discussing the points that were included in your diversity plan
Describing how culture and inclusion impact your organization
Providing examples of how diverse workgroups work together in the workplace
Gives examples of strategies used to incorporate Hofstede's cultural dimensions in a global workforce
Provides best practices for managers associated with managing a diverse, global workforce
Conclusion slide that includes a summary of why you should win this award
Any additional, relevant information
References
.
CompetenciesDescribe the supply chain management principle.docxbartholomeocoombs
Competencies
Describe the supply chain management principles through the flow of information, materials, services, and resources.
Analyze the external and internal drivers that influence supply chain principles.
Evaluate supply chain management operational best practices.
Compare the nature of logistics operations and services in both international and domestic contexts.
Apply strategic supply chain management to logistics systems.
Analyze different software systems and technology strategies used in supply chain management.
Scenario
You have just been promoted to Senior Analyst at Mitchell Consulting, a firm that specializes in providing managerial expertise in supply chain management. After completing many assignments under the supervision of a Senior Analyst, your role now allows you to make selections for clients. You are assigned a new client, Scent
Solution
s. Your new manager, Partner Ronda Anderson, has directed you to work on this case and provide analysis and options to resolve the problems directly to the client.
Scent
.
CompetenciesABCDF1.1 Create oral, written, or visual .docxbartholomeocoombs
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
COMPETENCIES734.3.4 Healthcare Utilization and Finance.docxbartholomeocoombs
COMPETENCIES
734.3.4
:
Healthcare Utilization and Finance
The graduate analyzes financial implications related to healthcare delivery, reimbursement, access, and national initiatives.
INTRODUCTION
It is essential that nurses understand the issues related to healthcare financing, including local, state, and national healthcare policies and initiatives that affect healthcare delivery. As a patient advocate, the professional nurse is in a position to work with patients and families to access available resources to meet their healthcare needs.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
1. Identify
one
country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
2. Compare access between the
two
healthcare systems for children, people who are unemployed, and people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain
two
financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COUNTRY TO COMPARE
NOT EVIDENT
A country for comparison is not identified.
APPROACHING COMPETENCE
The identified country for comparison is not from the given list.
COMPETENT
The identified country for comparison is from the given list.
A2:ACCESS
NOT EVIDENT
A comparison of healthcare system access is not provided.
APPROACHING COMPETENCE
The comparison does not acc.
More Related Content
Similar to Chapter 13 The Juvenile Justice SystemJuveniles were not alway.docx
Running Head ANALYSIS1ANALYSIS14Juvenile De.docxhealdkathaleen
Running Head: ANALYSIS 1
ANALYSIS 14
Juvenile Delinquency Analysis
Joshua D. Musick
University of Maryland Global College
PSAD 495
Professor: Barry Titler
November 24, 2019
Introduction
Juvenile delinquency refers to the process of doing criminal acts by juveniles. It is possible for the juveniles to commit serious crimes in the society even though they are still considered children. The way in which the delinquents are dealt with cannot be similar to how adult offenders are treated in the society. The adults who commit offences are considered fully responsible for their behaviors and actions but the delinquents are still legally children (McCord & Conway, 2018). The legal systems in the United States has specific processes that are used to deal with the juveniles, for example, the juvenile detention centers. There are efforts which are there to try and identify the potential delinquents early so that are assisted in a way. The approach that is taken for the delinquents is to guide them towards reforming as opposed to its being a punishment.
It is common for the juveniles to be given suspended sentencing or probation. When the delinquent is unable to meet the conditions under these two conditions then they are under the stricter regimes as per the state standards. There are reform schools in the majority of the states. The hope for the youth in these institutions is for them to be rehabilitated before they become adults so that they can become well behaved adults (Garbarino & Plantz, 2017). The success of the modes of reform is not guaranteed and several of them end up getting into worse habits getting involved in adult crime. The education of the delinquents requires for them to be disciplined under the set laws. Dealing with the problem involves the participation of all stakeholders in public safety as well as support from the parents.
Specifications ad Definition
The definition of a delinquent in the United States is a person who is yet to reach the age of 18 years old which is the age of maturity and one whose behavior has been determined as delinquent by a court of law. The requirements for one to be referred to as delinquent vary from one state to another. The federal government came up with legislation that was meant to unify how the delinquents are handled under the Juvenile Justice and Delinquency Act of 1974. It is this act which came up with the Office of Juvenile Justice and Delinquency Prevention (OJJDP) which is in the Justice Department (McCord & Conway, 2018). The office is the one which administers grants for programs to deal with the delinquency as well as provide statistics on this type of crime. The office also funds research on the crimes of the youth as well as administration of juvenile custody mandates.
There are specific orders that are there and provided under the Juvenile Justice and Delinquency Act of 1974. The first one is deinstitutionalization which means that the young people who are charged with ...
The document discusses key aspects of the juvenile justice system including definitions of who is considered a juvenile, the basic steps in the juvenile court process from arrest through aftercare, examples of juvenile court placements, and terms used in juvenile court. It also provides statistics on outcomes of the juvenile justice process indicating it has been largely successful with high rates of restitution paid, community service completed, low recidivism, and youth engaged in education or vocational programs.
This document discusses the history and philosophy of the juvenile justice system in the United States. It covers the origins of distinguishing between juvenile and adult offenders, the establishment of the first juvenile courts in the late 19th century, and key Supreme Court cases from the mid-20th century that extended due process rights to juveniles. It also examines more recent trends like eroding the distinctions between juvenile and adult justice systems, and the rise of restorative justice approaches that focus on accountability, community protection, and competency development for young offenders.
This chapter discusses the juvenile court process. It describes the key decisions made, including detention, intake, adjudication, and disposition. Over 1.6 million delinquency cases were processed in 2007. The detention decision determines whether a juvenile is kept in custody or released. Intake involves deciding whether to file a formal petition or handle the case informally. Cases may also be transferred to adult criminal court. Research shows disproportionate minority contact at various stages and that transferring juveniles to adult court does not effectively prevent crime and may increase recidivism.
1) Some of the historical events that have had an impact on the.docxteresehearn
1)
Some of the historical events that have had an impact on the contemporary juvenile justice network in the United States, I can say starting off has to be the age differential for punishment. What I mean by that is, while reading some of the historical events I came across this portion; “there were no corporal punishment prior to puberty, which was considered to be the age of 12 years for females and 13 years for males. No capital punishment was to be imposed for those under 20 years of age, and that children under the age of 17 years were typically exempt from the death penalty (Bernard,1992)”.
Another historical event that had such an impact would be dealing with Chancery courts, under the guidance of the king’s chancellor, were created to consider petitions of those who were in need of special aid or intervention, such as women and children left in need of protection and aid by reason of divorce, death of a spouse, or abandonment, and to grant relief to such persons. Through the chancery courts, the king exercised the right of parens patriae (“parent of the country”) by enabling these courts to act in loco parentis (“in the place of parents”) to provide necessary services for the benefit of women and children (Bynum & Thompson, 1992).
Basically, stating that, “the king, as ruler of his country, was to assume responsibility for all of those under his rule, to provide parental care for children who had no parents, and to assist women who required aid for any of the reasons just mentioned. Although chancery courts did not normally deal with youthful offenders, they did deal with dependent or neglected children, as do juvenile courts in the United States today”.
My opinion on both are pretty much upside down, because these juveniles are getting more and more out of hand and I feel as if they are doing so not just because lack of attention from home, parents etc. they come up with but just foolishness knowing that they won’t necessarily get punished for it. But times have changed are going to continue to change just because of that. I was reading on the case Roper v. Simmons. This case was very interesting to me because teens are still committing these types of crimes, which I call pre-meditated. I wouldn’t want my love one away from me, but committing such crime, consequences are needed to be set in place. Now as far as the time served giving that would be difficult for me to decide, only because you may NEVER know what a person is committing the crime for. They can tell you one thing and mean another. Long term effects will result in continuous increase in prison population, after while the juvenile courts/jail will no longer be needed because it’s a continuous thing with the crimes being done. Juveniles stealing cars, robbing and killing-the EXACT thing they see us adults doing and seeing the punishments being given and thinking oh that’s nothing I can serve that. It’s like it’s a trend now.
2)
n 1818, a New York C.
The chapter discusses the history and evolution of the juvenile justice system in the United States. It covers the origins of separate treatment of juvenile offenders beginning in the 18th century and key milestones like the establishment of the first juvenile court in 1899. The chapter also examines landmark Supreme Court cases that established due process rights for juveniles and the current three-phase process of intake, adjudication, and disposition for dealing with juvenile offenders.
Juvenile Justice And The Criminal Justice SystemToya Shamberger
The juvenile justice system aims to rehabilitate juvenile offenders rather than punish them. It recognizes that juveniles are still developing and can be reformed. However, some argue juveniles should face tougher consequences to deter crime. This document discusses the history and goals of the juvenile justice system, including landmark Supreme Court cases that established juveniles' constitutional rights in the system. It also examines different approaches to treating juvenile offenders and the challenges of addressing their rehabilitation and public safety.
The document provides information about Georgia's juvenile justice system, including:
1. It distinguishes between delinquent and unruly acts committed by minors, with delinquent acts being criminal offenses and unruly acts violating laws only pertaining to children.
2. When juveniles are taken into custody, they have the same rights as adults plus additional rights like having a parent/guardian contacted and being represented by an attorney.
3. The juvenile justice system focuses on rehabilitating rather than punishing juveniles, though those committing certain serious crimes can be tried as adults in superior court.
The chapter discusses the history and development of the juvenile justice system in the United States. It begins by covering the origins of the first juvenile court in Cook County, Illinois in the late 19th century. It then examines key Supreme Court cases that established due process rights for juveniles. Finally, it addresses recent trends like statutory exclusion laws and challenges facing the juvenile justice system today, such as the prevalence of mental health and substance abuse issues among young offenders.
The document discusses juvenile courts and their jurisdiction over minors. Some key points include:
1) Juvenile courts were established beginning in 1899 to have a separate legal system for juveniles accused of crimes.
2) Each state determines the age of juvenile court jurisdiction, which ranges from as young as 6 years old to as old as 17.
3) Juvenile courts aim to rehabilitate rather than punish and focus on the best interests of the child and community. Cases often involve delinquency, abuse, neglect, or family issues.
4) Important differences exist between adult criminal courts and juvenile courts in terms of processes and goals of protecting children versus punishment.
Similar to Chapter 13 The Juvenile Justice SystemJuveniles were not alway.docx (10)
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Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required. APA help is available
here.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare wor.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required.
.
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Competency
Analyze collaboration tools to support organizational goals.
Scenario
You are a new manager at Elliot Building Supplies International who has seen huge success in managing your global team remotely. This success has been shown in the team outcomes/production and employee satisfaction and engagement. Senior leadership has taken notice of your success and has asked you to create a presentation to share with your peers, who also manage remotely, that explains the best collaboration tools for remote teams. Also, you will explain the best way to manage effectively and create a motivating and satisfying work environment that supports collaboration.
Instructions
You will need to include the following in your PowerPoint presentation.
Presentation welcome/introduction slide.
Collaboration tools that you have used to be successful.
This should include at least 4 different types of tools.
Each type should be explained in detail, along with the benefits it provides.
Critical skills to successfully manage remote employees.
Closing slide to share final thoughts and ideas.
.
Competency Checklist and Professional Development Resources .docxbartholomeocoombs
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency 6 Enagage with Communities and Organizations (3 hrs) (1 .docxbartholomeocoombs
This document discusses competency 6 which focuses on engaging with communities and organizations during the COVID-19 situation. Students are asked to explore how their community is addressing citizen needs during the pandemic by consulting with community leaders and organizations. They then need to provide a detailed account of the community needs they identified and how they participated at the community level to help address those needs.
Competency 2 Examine the organizational behavior within busines.docxbartholomeocoombs
Competency 2: Examine the organizational behavior within business systems
Provide the name of the corporation you will be using as the basis for this project.
Provide the organization’s purpose or mission statement.
Describe the organization's industry.
Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.).
Provide the list of interview questions you asked the manager/executive.
Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected:
Motivational theories
Psychological contract
Job design
Use of evaluation, feedback and rewards
Misbehavior
Individual or organizational stress
Provide citations in APA format for any references
.
CompetenciesEvaluate the challenges and benefits of employ.docxbartholomeocoombs
Competencies
Evaluate the challenges and benefits of employing a diverse workforce.
Design a plan for conducting business and managing employees in a global society.
Critique the actions of organizations as they integrate diverse perspectives into their cultures.
Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations.
Attribute different cultural perspectives to current social-cultural dimensions.
Analyze the importance of managing a diverse workforce.
Scenario Information
Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made.
Instructions
As part of your nomination, you have been asked to create a slide presentation including a voice recording for your entry (Voice Recording not needed). Remember your audience when giving your presentation and include the following slides:
Title slide
Highlighting the importance of workplace diversity
Discussing the points that were included in your diversity plan
Describing how culture and inclusion impact your organization
Providing examples of how diverse workgroups work together in the workplace
Gives examples of strategies used to incorporate Hofstede's cultural dimensions in a global workforce
Provides best practices for managers associated with managing a diverse, global workforce
Conclusion slide that includes a summary of why you should win this award
Any additional, relevant information
References
.
CompetenciesDescribe the supply chain management principle.docxbartholomeocoombs
Competencies
Describe the supply chain management principles through the flow of information, materials, services, and resources.
Analyze the external and internal drivers that influence supply chain principles.
Evaluate supply chain management operational best practices.
Compare the nature of logistics operations and services in both international and domestic contexts.
Apply strategic supply chain management to logistics systems.
Analyze different software systems and technology strategies used in supply chain management.
Scenario
You have just been promoted to Senior Analyst at Mitchell Consulting, a firm that specializes in providing managerial expertise in supply chain management. After completing many assignments under the supervision of a Senior Analyst, your role now allows you to make selections for clients. You are assigned a new client, Scent
Solution
s. Your new manager, Partner Ronda Anderson, has directed you to work on this case and provide analysis and options to resolve the problems directly to the client.
Scent
.
CompetenciesABCDF1.1 Create oral, written, or visual .docxbartholomeocoombs
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
COMPETENCIES734.3.4 Healthcare Utilization and Finance.docxbartholomeocoombs
COMPETENCIES
734.3.4
:
Healthcare Utilization and Finance
The graduate analyzes financial implications related to healthcare delivery, reimbursement, access, and national initiatives.
INTRODUCTION
It is essential that nurses understand the issues related to healthcare financing, including local, state, and national healthcare policies and initiatives that affect healthcare delivery. As a patient advocate, the professional nurse is in a position to work with patients and families to access available resources to meet their healthcare needs.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
1. Identify
one
country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
2. Compare access between the
two
healthcare systems for children, people who are unemployed, and people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain
two
financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COUNTRY TO COMPARE
NOT EVIDENT
A country for comparison is not identified.
APPROACHING COMPETENCE
The identified country for comparison is not from the given list.
COMPETENT
The identified country for comparison is from the given list.
A2:ACCESS
NOT EVIDENT
A comparison of healthcare system access is not provided.
APPROACHING COMPETENCE
The comparison does not acc.
Competencies and KnowledgeWhat competencies were you able to dev.docxbartholomeocoombs
Competencies and Knowledge
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the assignments (Units 1–4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management
.
Competencies and KnowledgeThis assignment has 2 parts.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competencies and KnowledgeThis assignment has 2 partsWhat.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competences, Learning Theories and MOOCsRecent Developments.docxbartholomeocoombs
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Compensation & Benefits Class 700 words with referencesA stra.docxbartholomeocoombs
Compensation & Benefits Class 700 words with references
A strategic purpose for a well-blended compensation program, one that includes various types of direct compensation, is gaining employee commitment and productivity. One of the most effective tactics for this strategy is designing a process for linking individual achievement to organizational goals.
Prepare a report to senior leaders addressing the following:
·
Explain the concept of tying performance to organizational goals.
·
Describe the different types of individual and group-level performance measurements.
·
What are the advantages and disadvantages of individual versus group-level performance recognition?
·
Discuss the options an organization has to link individual or group monetary rewards to organizational success.
·
Develop recommendations for how to implement, monitor, and evaluate such a program.
.
Compensation, Benefits, Reward & Recognition Plan for V..docxbartholomeocoombs
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Learning Team B
HRM 595
December 19, 2017
Rosalie M. Lopez
Running head: COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
1
COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
2
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Introduction
Base Salary Range
For the position of VP of Operations, the National Average Salary is $122,624. In San Francisco, the average is higher and placed at $155,946. This amount is 16% higher than the National Average (Payscale, 2016). The reason for this increase is because of experience and geography. These are the two prime factors that impact the pay scale. Another major factor is the employer. Most employers base their decision to hire an individual on the experience they bring with them. Of course, with more experience, higher pay is required. With our company cutting cost a less experienced individual would be the best fit for the position.
Standard Employee Benefit
In many cases, your employee benefits could be the turning point for a prospective employee. This benefit is a vital portion of any employee packet. These valuable benefits are used as a blanket of security in the case of any sickness, injury, unemployment, old age, or death (Gomez-Mejia, Balkin & Cardy, 2015, p. 362). There is a significant difference between incentives and benefits: benefits are financial and nonfinancial compensations that are indirect to the employee. To have a competitive strategy Blossoms Up! must align their profits with the compensation package that has been already put in place. This action will help provide flexibility to the amount and the benefits available (Gomez-Mejia et al., 2015).
There are also some benefits that most companies are legally obligated to provide. Three benefits are required regardless of the number of employees that the company has. These interests involve social security, workers compensation, and unemployment insurance (Gomez-Mejia et al., 2015). Other laws must be adhered to when dealing with a certain number of individuals. When a company has 50 or more employee they must have the Family and Medical Leave Act in place and since its induction in 2015 the Affordable Care Act for Health Insurance for companies with 20 or more employees. For the health insurance to be considered standard medical, vision and dental plans must be made available to the business. These programs that must be regarded as being under the Health Maintenance Organization (HMO) or a Preferred Provider Organization (PPO) (Gomez-Mejia et al., 2015).
There are some voluntary benefits that we can include. We are already looking into adding a pension package using the Defined Contribution Plan as well as the 401(K) plan (Gomez-Mejia et al., 2015). Life insurance is another excellent benefit that could be added to the package as well as short-term and long-term disability insurance. Adding Vacation and PTO, and Holiday pay is .
Compete the following tablesTheoryKey figuresKey concepts o.docxbartholomeocoombs
Compete the following tables:
Theory
Key figures
Key concepts of personality formation
Explanation of the disordered personality
Scientific credibility
Comprehensiveness
Applicability
Attachment
Complete the following...200-300 words..
Is Freud's theory a viable theory for this century?
Provide reasons for
your
view.
.
Compensation Strategy for Knowledge WorkersTo prepare for this a.docxbartholomeocoombs
The document discusses the importance of physical security for computer and network security. It notes that physical access negates all other security measures, as an attacker can directly access systems if they have physical proximity. It outlines several ways an attacker could exploit physical access, such as using bootable media like LiveCDs to access tools and directly image hard drives. The document emphasizes that physical security is foundational and must be carefully designed and implemented to protect against unauthorized access to systems and data.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Chapter 13 The Juvenile Justice SystemJuveniles were not alway.docx
1. Chapter 13 The Juvenile Justice System
Juveniles were not always considered a separate group of
individuals for the criminal justice system to address.
Historically, it has been the family’s responsibility to control
and punish children. Eventually, the development of parens
patriae took hold, which meant in the best interest of the child.
This allowed the states to step in to control delinquent, unruly
children when the family was unable to do so.
Beginning in the 1960s, the U.S. Supreme Court started to
address juveniles’ rights in the criminal justice system. The
court established that juveniles were entitled to many of the
same rights as adults were. The court did decide that juveniles
were not entitled to a trial by jury, since that would make the
system too adversarial. The main focus and goal of the juvenile
system was rehabilitation and treatment.
· Introduction: Juvenile Justice System
· Built in part, on the approach that youth need protection and
understanding
· Distinct from the adult CJS in that it reflects this perspective
and has its own special terms and procedures
· Focuses on rehabilitation and the best interests of the child
· Juvenile Justice: A Brief History
· Grounded in English common law as jurists began to formally
recognize and pass established standards related to a child’s
inability to form intent
· Certain people were incapable of forming the intent or action
of committing a crime and identified “infants” as children too
young to understand their actions and consequences
· Children under the age of 7 were considered infants and
viewed as incapable of forming the intent necessary for serious
criminal offenses
2. · Older children, those over 14, were treated as adults
· Accountability for the in-between ages depended on the ability
to distinguish between right and wrong
· Development of a Different System for Juveniles
· In the 18th century, children who engaged in wrongdoing were
treated like adults in the penal system
· In the home, parents were responsible for controlling behavior
· Patria postestas established the father’s right to use strict
discipline for unruly children
· By 19th century, increased birth rates, immigration, and
industrialization resulted in high numbers of dependent and
destitute children
· During 19th and 20th centuries, the child savers emerged as
progressive reformers determined to improve treatment of
juveniles
· Believed children were not inherently bad or evil but a product
of their environments
· Initiated efforts to build institutions designed to rehabilitate
juveniles
· Houses of Refuge, controlled by the state, provided shelter
and structure for dependent, neglected, and delinquent children
· True age of reform began in 1899 with the creation of the
juvenile court
· 1899, Illinois passed the Juvenile Court Act designed to
“regulate the treatment and control of dependent, neglected, and
delinquent children” and opened the first juvenile-specific court
in Cook County
· By 1945, all states had implemented some type of juvenile
court
· Parens Patriae: In the Best Interest of the Child
· Latin for “parent of his country”
· Gives the state the power to act as a child’s parent; represents
an important aspect of juvenile system, although the idea of the
state assuming care of children is not without controversy
· The case of Ex Parte Crouse, decided in 1838 by the
Pennsylvania Supreme Court, expanded and reinforced the
3. importance of parens patriae
· Court determined that the state has a right and obligation to
remove children from questionable households lacking in
appropriate parental supervision
· Establishing Juvenile Rights
· In 1960s, several U.S. Supreme Court decisions changed the
treatment of juveniles in the system and granted them many of
the same due process rights outlined in the Bill Rights
· Kent v. U.S. (1966): established procedural safeguards for
juveniles charged with a serious offense
· The court ruling set the stage for informal hearings, which
entitled a child to counsel before the case was transferred to an
adult court
· In re Gault (1967): Supreme Court determined Gault was
denied due process and overturned his sentence
· Established rights for juveniles:
· Notice of the charges, legal representation, confrontation,
cross-examination of witnesses, and protection against self-
incrimination
· In re Winship (1970): changed the standard of evidence for
juvenile court
· Guilt was based on a preponderance of evidence, and many of
involved parties believed such a lengthy and punitive sentence
should be based on stricter standards of reasonable doubt
· McKeiver v. Pennsylvania (1971): Court held that juveniles
brought to trial had no right to a jury trial
· Majority opinion ruled the jury trials would create an
adversarial system, ignoring one basic premise of the juvenile
courts and adding substantial costs, delays, and unnecessary
formality
· Roper v. Simmons (2005): addressed the use of capital
punishment for juvenile offenders
· Simmons was tried as an adult and sentenced to death
· 5–4 decision, Court ruled that based on standards of decency,
the execution of minors violated the 8th Amendment
· Graham v. Florida (2010): addressed the question about
4. juveniles serving life sentences without parole
· Life sentence without parole for a juvenile who did not
commit a homicide is cruel and unusual punishment
· Eliminated sentences with life without parole for nonhomicide
cases
· The Contemporary Juvenile Justice System
· Youthful offenders are typically considered an individual who
is 18 years old or younger (can vary by state)
· Juvenile delinquency refers to youthful offenders who engage
in illegal acts (theft, burglary, robbery, property damage)
· Status offenses: acts illegal only for juveniles (running away,
truancy, possession of alcohol)
· Juvenile Justice and Delinquency Prevention Act in 1974:
· Designed to prevent delinquency and improve the juvenile
justice system
· As a result, the Office of Juvenile Justice and Delinquency
Prevention was established to support community efforts to
provide treatment and rehabilitation programs
· Rates of Juvenile Delinquency
· In 1980s and early 1990s, juvenile offending rates increased
substantially
· Urban areas showed the highest arrest rates of juveniles
· Superpredators
· During 1990s, members of the public and politicians believed
the country was headed into a never-ending wave of juvenile
violence that would spin out of control
· Fear of juvenile violence was further promulgated by the
introduction of the juvenile superpredator by John Dilulio
· Called attention to juveniles who recklessly engaged in
violent, impulsive acts of murder, assault, robbery, and burglary
· Despite his research, the wave of crime by superpredators was
untrue
· Females: Juvenile Arrests and Serious Violence
· In 2010, 29% of juvenile arrests involved female offenders
· Juvenile females are not committing more violent offenses but
are getting arrested for minor and status offenses
5. · Racial Disparities: Juvenile Arrests and Serious Violence
· Minorities represent a disproportionate number of arrested
juvenile offenders
· Law enforcement efforts to detect delinquent acts often focus
on poor, minority neighborhoods where crime rates tend to be
higher
· Steps in the Juvenile Justice System
· Police: first point of contact for juveniles, like adults
· In most departments, a juvenile officer or specialized unit is
available to handle the case after a patrol officer makes an
apprehension
· Police hold a great deal of discretion when dealing with
juveniles
· Loco parentis, a cornerstone concept in the juvenile justice
system, means an institution or an agent of an institution can act
in the best interest of the youth
· Problems between police and juveniles occur because
juveniles often show little respect for authority
· Juveniles with hostile or aggressive attitudes toward officers
are more likely to be arrested, which may also contribute to the
relatively high number of minorities in the juvenile justice
system
· Law enforcement efforts to build community relationships
have emerged in several popular programs
· Drug Awareness Resistance Education (D.A.R.E.): designed to
educate schoolchildren about the dangers of drugs
· School resource officers assigned to one school to interact
with administrators, teachers, and students as part of community
policing efforts
· Schools have adopted zero-tolerance approach
· Court: roughly mirrors the adult system but takes a more
informal path
· Diversion decisions are generally based on information
gathered from the victim of the act, the parents of the juvenile,
and the juvenile, as well as a review of previous contacts
· Goal of diversion is to keep youth low-risk offenders from
6. entering into the more formal processing of the juvenile system
· First step is intake
· Similar to an initial hearing for adults
· When they are taken to a detention center by law enforcement,
they meet with an intake officer, juvenile probation officer or
prosecutor
· Several options available:
· Divert juvenile from the system and dismiss the case (20% of
all cases are dismissed at intake)
· Deferred status or informal probation: requires s/he stay out of
trouble for a certain length of time in order for the charges to be
dismissed
· Terms of the conditions of deferred status are outlined in a
document known as a consent decree
· File for a petition for a court hearing
· Delinquency petition is issued if the intake officer believes the
behavior of the juvenile warrants a more formal hearing and
adjudication
· Filing a waiver petition to transfer youth to adult criminal
court
· When juveniles are not released to their parents before the
adjudication by a judge, they may be detained in a secure
facility
· Detention hearing is held to ensure due process rights of the
juvenile are followed
· Adjudication is like a criminal court trial in the adult system,
but proceedings are less formal
· Ensures juveniles’ due process rights have not been violated
· Currently provides no right to a jury trial for juveniles
· Disposition: after adjudication, a judge will decide on the best
placement of a delinquent youth during disposition hearing
· Probation department gathers background and current
information on the juvenile and presents the material in a
predisposition report
· Includes:
· Previous offenses, gang involvement, school performance,
7. psychological evaluations, and/or interviews with parents,
teachers, and school counselors
· Judge determines whether the juvenile becomes a ward of the
state and then assumes responsibility of the child
· Wide array of dispositions are available:
· Restitution/fines
· Therapy
· Psychiatric treatment
· Residential treatment facilities
· House arrest and electronic monitoring
· Probation
· Day treatment/reporting centers
· Secure confinement
· Probation is most widely used but least effective disposition
· Boot camps: military training model with regimented
programming including physical drills, hard labor, and job
skills training
· Aftercare: after a juvenile is released, either early or upon
completing the disposition sentence, placed on aftercare
· Equivalent to adults being placed on parole
· Designed to reduce recidivism by offering support and
monitoring juveniles through supervision
· Aftercare is the final phase of completing a sentence
· Intensive aftercare programs (IAP) are designed to use both
surveillance and treatment to facilitate the transition of high-
risk youth from confinement back into the community
· Five guiding principles:
· Preparing youth for increasing responsibility and freedom in
the community
· Facilitating interaction and involvement between the juvenile
and the community
· Working with the youth and community support systems
required for the youth’s successful return to the community
· Developing new resources and support for juveniles as needed
· Monitoring and investigating the ability of the youth and the
community to work productively together
8. · Waiving Juveniles to Adult Courts
· Waivers are controversial because they undermine the doctrine
of parens patriae
· Jurisdictional transfers are punitive in nature and result in
harsher punishment
· Two groups of juveniles are identified as more likely to be
transferred to adult criminal court:
· Those who are beyond rehabilitation
· Those worthy of greater punishment
· Four types of waivers may be used in legal proceedings:
· Judicial waiver: may occur when the offense is serious or the
youth has a long history of involvement in the system
· Prosecutorial direct files: prosecutors have the discretion to
transfer a juvenile if they believe the offense and the offender
warrant harsher punishment
· Automatic waivers: determined by legislative action and
transfer juveniles of certain ages designated in statues for
offenses like murder
· Reverse transfer: allows a judge or prosecutor to send the case
back to the juvenile court
· Victims
· Today, most states provide victims of juvenile delinquency
some or all of the rights afforded those victimized by adults
Introduction to Criminal Justice
Fayetteville Tech Custom Edition
Chapter 7
Juvenile Justice
Callie Rennison & Mary Dodge
Learning Objectives
9. After finishing this Chapter, you should be able to:
Discuss why the doctrine of parens patriae shapes and maintains
the juvenile justice system.
List the major differences between juvenile courts and adult
courts.
Summarize the important Supreme Court cases with respect to
juvenile rights.
Identify the various placement and treatment options for
adjudicated juveniles.
Explain the process and reasons for transferring juvenile to
adult court.
Juvenile Justice System
Built, in part, on the approach that youth need protection and
understanding
Distinct from the adult CJS in that it reflects this perspective
and has its own special terms and procedures
Focuses on rehabilitation and the best interests of the child
Brief History
Grounded in English common law as jurists began to formally
recognize and pass established standards related to a child’s
inability to form intent
Children under the age of 7 were infants and viewed as
incapable of forming the intent necessary for serious criminal
offenses
Older children, those over 14, were treated as adults
Accountability for the in-between ages depended on the ability
to distinguish between right and wrong
Brief History
Development of a different system
10. In 18th century, children who engaged in wrongdoing were
treated like adults
Patra Postetas established the father’s right to use strict
discipline for unruly children
By 19th century, increased birthrates, immigration, and
industrialization resulted in high numbers of dependent and
destitute children
Brief History
Development of different system:
During 19th and 20th centuries, the child savers emerged as
progressive reformers determined to improve treatment of
juveniles
Believed children were not inherently bar or evil, but a product
of their environments
Initiated efforts to build institutions designed to rehabilitate
juveniles
House of Refuge provided shelter and structure dependent,
neglected, and delinquent children
Brief History
True age of reform began in 1889 with the creation of the
Juvenile Court
1899, Illinois passed the Juvenile Court Act designed to
“regulate the treatment and control of dependent, neglected, and
delinquent children” and opened the first juvenile specific court
in Cook County
By 1945, all states have implemented some type of juvenile
court
Brief History
Parens Partiae: In the best interest of the child
Latin for “parent of his country”
11. Gives the state the power to act as a child’s parent
Ex Parte Crouse: decided in 1838 by the Pennsylvania Supreme
Court, expanded and reinforced the importance of parens patriae
Court determined that the state has a right and obligation to
remove children from questionable households lacking in
appropriate parental supervision
Juvenile Rights
In 1960s, several Supreme Court decisions changed the
treatment of juveniles in the system and granted them many of
the same due process rights outlined in the Bill of Rights
Kent v. US (1966):
Established procedural safeguards for juveniles charged with a
serious offense
Court ruling set the stage for informal hearings, which entitled
a child to counsel before the case was transferred to an adult
court
Juvenile Rights
In re Gault (1967)
Supreme Court determined Gault was denied due process and
overturned his sentence
Established rights for juveniles:
Notice of charge, legal representation, confrontation, and cross-
examination of witnesses, and protection against self-
incrimination
Juvenile Rights
In re Winship (1970)
Changed the standard of evidence for juvenile court
Guilt was based on preponderance of evidence and many of
involved parties believed such a lengthy and punitive sentence
should be based on stricter standards of reasonable doubt
12. Juvenile Rights
McKeiver v. Pennsylvania (1971)
Court held that juveniles brought to trial had no right to a jury
trial
Majority opinion ruled that jury trials would create an
adversarial system ignoring basic premise of the juvenile court
and add substantial costs, delays, and unnecessary formality
Juvenile Rights
Roper v. Simmons (2005)
Addressed the use of capital punishment for juvenile offenders
5-4 decision, Court ruled that based on standards of decency the
execution of minors violated the 8th amendment
Juvenile Rights
Graham v. Florida (2010)
Addressed the question about juveniles serving life sentences
without parole
Life sentence without parole for a juvenile who did not not
commit a homicide is cruel and unusual punishment
Contemporary Juvenile
Justice System
Youthful offenders are typically considered an individual who
is 18 years old or younger (can vary by state)
Juvenile delinquency refers to youthful offenders who engage in
illegal acts (theft, burglary, robbery, property damage)
Status offenses: acts illegal only for juveniles (running away,
13. truancy, possession of alcohol)
Contemporary Juvenile
Justice System
Juvenile Justice and Delinquency Prevention Act of 1974
Designed to prevent delinquency and improve the juvenile
justice system
As a result, the Office of Juvenile Justice and Delinquency
Prevention was established to support community efforts to
provide treatment and rehabilitation programs
Contemporary Juvenile
Justice System
Rates of Juvenile Delinquency
In 1980s and early 1990s, juvenile offending rates increased
substantially
Urban areas showed the highest arrest rates of juveniles
Contemporary Juvenile
Justice System
Superpredators:
During 1990s, members of the public and politicians believed
the country was headed into a never-ending wave of juvenile
violence that would soon spin out of control
Fear of juvenile violence was further promulgated by the
introduction of the juvenile superpredator by John Dilulio
Contemporary Juvenile
Justice System
Superpredator:
Called attention to juveniles who recklessly engaged in violent,
14. impulsive acts of murder, assault, robbery, and burglary
Despite Dilulio’s research, the wave of crime by superpredators
was untrue
Contemporary Juvenile
Justice System
Females: Juvenile Arrests and Serious Violence
In 2010, 29% of juveniles arrests involve female offenders
Juveniles females are not committing more violent offenses, but
getting arrested for minor and status offenses
Contemporary Juvenile
Justice System
Racial Disparities: Juveniles Arrests and Serious Violence:
Minorities represent a disproportionate number of arrested
juvenile offenders
Law enforcement efforts to detect delinquent acts often focus on
poor, minority neighborhoods where crime rates tend to be
higher
Steps in the Juvenile
Justice System
Police: first point of contact for juveniles, like adults
In most departments a juvenile officer or specialized unit is
available to handle the case after a patrol officer makes an
apprehension
Police hold a great deal of discretion when dealing with
juveniles
Steps in the Juvenile
Justice System
15. Problems between police and juveniles occur because juveniles
often show little respect for authority
Law enforcement efforts to build community relationships have
emerged in several programs:
D.A.R.E.
School Resource Officers
Steps in the Juvenile
Justice System
Court: roughly mirror the adult system, but take a more
informal path
Diversion decisions are generally based on information gathered
from the victim of the act, the parts of the juvenile, and the
juvenile, as well as a review of previous contacts
Goal of diversion is to keep youth low risk offenders from
entering the more formal processing of the juvenile system
Steps in the Juvenile
Justice System
Court: first step intake
Similar to an intitial hearing for adults
When they are taken to a detention center by law enforcement
they meet with an intake officers, juvenile probation officer, or
prosecutor
Steps in the Juvenile
Justice System
Court: Intake
Several options:
Divert juvenile from the system and dismiss the case (20% of
all cases are dismissed at intake)
Deferred status or informal probation: requires s/he stays out of
trouble for a certain length of time in order for the charges to be
16. dismissed
File for a petition for a court hearing
Issued If the intake officer believes the behavior of the juvenile
warrants a more formal hearing and adjudication
Filing a waiver petition to transfer youth to adult criminal court
Steps in the Juvenile
Justice System
Court:
When juveniles are not released to their parents before the
adjudication by a judge, they may be detained in a secure
facility
Detention hearing is held to ensure due process rights of
juvenile are followed
Adjudication is like a criminal court trial in the adult system,
proceedings are less formal
Currently provides no right to a jury trial for juveniles
Steps in the Juvenile
Justice System
Disposition: after adjudication, a judge will decide on the best
placement of a delinquent youth during disposition hearing
Probation department gathers background and current
information on the juvenile and presents the material in a
predisposition report
Steps in the Juvenile
Justice System
Disposition:
Predisposition report:
Previous offenses, gang involvement, school performance,
psychological evaluations, and/or interviews with parents,
teachers, and school counselors
17. Steps in the Juvenile
Justice System
Disposition:
Judge determines whether or not the juvenile becomes a ward
of the state and then assumes responsibility of the child
Wide array of dispositions are available:
Restitutions/fines, therapy, psychiatric treatment, residential
treatment facilities, house arrest and electronic monitoring,
probation, day treatment/reporting centers, secure confinement
Steps in the Juvenile
Justice System
Disposition:
Probation is most widely, but least effective, used disposition
Boot camps: military training model with regimented
programming including physical drills, hard labor, and job
skills training
Steps in the Juvenile
Justice System
Aftercare: after a juvenile is released, either early or upon
completing the disposition sentence, placed on aftercare
Equivalent to adults being placed on parole
Final phase of completing a sentence
Intensive Aftercare Programs (IAP) are designed to use both
surveillance and treatment to facilitate the transition to high
risk youth from confinement back into the community
Steps in the Juvenile
Justice System
Intensive Aftercare Programs (IAP)
18. Principles:
Prepare youth for increasing responsibility and freedom in the
community
Facilitating interaction and involvement between the juvenile
and community
Working with the youth and community support systems
required for the youth’s successful return to the community
Developing new resources and support for juveniles as needed
Monitoring and investigating the ability of the youth and the
community to work productively together
Steps in the Juvenile
Justice System
Waiving juveniles to adult courts:
Waivers are controversial because they undermine the doctrine
of parens patriae
Two groups of juveniles are identified as more likely to be
transferred:
Those who are beyond rehabilitation
Those worthy of greater punishment
Steps in the Juvenile
Justice System
Types of waivers:
Judicial waiver: may occur when the offense is serious or the
youth has a long history of involvement in the system
Prosecutorial direct files: prosecutors have the discretion to
transfer a juvenile if they believe the offense and the offender
warrant harsh punishment
Steps in the Juvenile
Justice System
Types of waivers
19. Automatic waivers: determined by legislative action and
transfer juveniles of certain ages designated in statutes for
offenses like murder
Reverse transfer: allows a judge or prosecutor to send the case
back the juvenile court
Victims
Today, most states provide victims of juvenile delinquency
some or all of the rights afforded to those victimized by adults