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Jamal, a straight A junior in High School, was recently involved in a physical fight with another student in the corridor of the school. Juan is a recovering alcoholic who has absenteeism issues and poor grades. Although Juan was held back in sixth grade, and struggles with social situations, he has never been involved in any disciplinary action at school. However, Jamal recently completed 90 hours of community service after being convicted of disorderly conduct and simple assault from an unrelated incident. The school video recordings show Jamal instigating the fight, yet student witnesses reported to school officials and law enforcement that Juan was the instigator. During the investigation, a drug dog alerted law enforcement to the possibility that a controlled substance was present in Juan's locker. When confronted by law enforcement, Juan claimed Jamal planted the drugs in Juan's locker to hide Jamal's own habit. Regardless, Juan was placed under arrest. An external security camera recorded a verbal altercation between law enforcement and a group of young adults who felt Juan's arrest was racially motivated. Tasks: You are the District Attorney's Investigator and have been asked to evaluate this situation as pursuant to Juan's upcoming trial. Compose a 3-6 page paper to address the following: Identify, define, examine, and discuss the crimes potentially committed by Juan and Jamal. Identify the victim(s) in this scenario. Outline the rights of the victim(s) as they related to social responsibility. Compare and contrast the legal issues that could arise for the police department in this scenario. Analyze how societal diversity might have played a role in this case. Discuss ethical practices utilized by law enforcement that help them to maintain their objectivity throughout their investigation of this incident, Jamal and Juan's backgrounds, and the underlying interests of social order. Evaluate the use of technology, such as video tape recordings, as demonstrative evidence in the courtroom. Compile your paper, including all information researched, and prepare a submission paper in accordance with the following guidelines: This paper is to be in APA format with a cover sheet and reference page at the end. The length of the paper is to be a minimum of three pages and no more than five pages. This length does not include your cover or reference sheets. Remember that APA font is Times New Roman, font size 12. ...
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Assignment 1 LASA 2 Analysis of Technology, Culture and Victim
Assignment 1: LASA 2: Analysis of Technology, Culture and Victims in Crime
Jamal, a straight A junior in High School, was recently involved in a physical fight with another student in the corridor of the school. Juan is a recovering alcoholic who has absenteeism issues and poor grades. Although Juan was held back in sixth grade, and struggles with social situations, he has never been involved in any disciplinary action at school. However, Jamal recently completed 90 hours of community service after being convicted of disorderly conduct and simple assault from an unrelated incident.
The school video recordings show Jamal instigating the fight, yet student witnesses reported to school officials and law enforcement that Juan was the instigator. During the investigation, a drug dog alerted law enforcement to the possibility that a controlled substance was present in Juan's locker. When confronted by law enforcement, Juan claimed Jamal planted the drugs in Juan's locker to hide Jamal's own habit. Regardless, Juan was placed under arrest. An external security camera recorded a verbal altercation between law enforcement and a group of young adults who felt Juan's arrest was racially motivated.
Tasks:
You are the District Attorney's Investigator and have been asked to evaluate this situation as pursuant to Juan's upcoming trial. Compose a 3-6 page paper to address the following:
Identify, define, examine, and discuss the crimes potentially committed by Juan and Jamal.
Identify the victim(s) in this scenario. Outline the rights of the victim(s) as they related to social responsibility.
Compare and contrast the legal issues that could arise for the police department in this scenario.
Analyze how societal diversity might have played a role in this case. Discuss ethical practices utilized by law enforcement that help them to maintain their objectivity throughout their investigation of this incident, Jamal and Juan's backgrounds, and the underlying interests of social order.
Evaluate the use of technology, such as video tape recordings, as demonstrative evidence in the courtroom.
Compile your paper, including all information researched, and prepare a submission paper in accordance with the following guidelines:
This paper is to be in APA format with a cover sheet and reference page at the end.
The length of the paper is to be a minimum of three pages and no more than five pages. This length does not include your cover or reference sheets.
Remember that APA font is Times New Roman, font size 12.
Submission Details:
Save the final paper as M5_A1_Lastname_Firstname.doc.
By the due date assigned
, submit your final paper to the
Submissions Area
.
LASA 2 Grading Criteria and Rubric
Assignment 1 Grading Criteria
Identifies, defines, examines, and discusses the types of crimes being committed in this scenario.
Identify the victim(s) in this scenario and outline the rights of the victim(s) as it relates to social responsibility.
Comp ...
Problem Evaluation Paper 1Problem Evaluation Paper .docx
Problem Evaluation Paper 1
Problem Evaluation Paper
Alexis Lucca
CJA/355
04/11/2016
Gerald Norris
Problem Evaluation Paper
2
Problem Evaluation Paper
Criminal justice can be said to be the system of governmental institutions and practices
aimed at holding up social control, crime mitigation and deterring, for example giving penalties
to criminals and also rehabilitating them. The career mostly falls in between legal and law
enforcement. Law enforcement is the ones dealing with the criminal behavior causes and societal
response to crime, for example, criminology, and forensic psychology. Policing also falls in this
category. The current issue in the criminal justice field is The Punishment and Criminalization of
young people and children (Martin & Philbin, 1980).
Many children aged 13 and 14 years in the United States who have undergone the
prosecution for adults had continued being sentenced to life imprisonment with no signs of
parole. However, the juveniles continue to being imprisoned despite the fact that their sentence is
unconstitutional hence leading to their death with no review and scrutiny or follow up.
According to (EJI) Equal Justice Initiative undertook in the year 2008, about seventy-three cases
showing that juveniles have died in prison through condemnation followed by minimal review
have been documented. The courts did not consider that the children were young making the
sentences imposed on them mandatory. Most of the children were combined with the crimes
which had been committed by adults and old teenagers leading to the involvement of two-thirds
of children of a younger age (Goodman & Grimming, 2007).
The difference between older teens and young children should then be observed. Below
are then some problems which make this situation to keep on growing. Influence from
dysfunctional backgrounds. This is because of exposure to violence, like mostly most of them
have been subjected to sexual abuse; they have been abandoned or have even been neglected.
Secondly, their parents are drug and dealers, addicts, sex workers and alcoholics. This then
Problem Evaluation Paper
3
makes it clear that these children have been brought up in poor places with lethal violence, where
their parents were not able to afford safety, health and luxuries that every child would require.
It was therefore brought into conclusion by Oklahoma that when a person is a youth,
they are vulnerable to psychological damage and influence, and this has been taken to be more
than a chronological fact. Moreover, the children who have gone through this have some things
in common which disturb them. Protection and treatment from health care providers, police
failure, foster systems, family courts and security agencies of young children. Most of the crimes
committed by these children are mostly.
JUVENILLE DELINQUENTS ACCROSS NEPAL - Term paper
TERM PAPER WORK ON THE SITUATION WITH JUVENILLE DELINQUENTS ACROSS NEPAL
Analysis and Application Legal Rights Afforded to the Accused.docx
Analysis and Application: Legal Rights Afforded to the Accused
The following case study presents issues related to the legal rights afforded the accused and the reasons those rights are provided to all individuals under our system of criminal justice.
Case Study:
John Doe is an individual who left his country in an effort to make a better life. However, he does not have legal status in America and was recently arrested for shoplifting merchandise, which was valued over $1,000. At the time of his arrest, John voluntarily began to make incriminating statements to the arresting officers. At the police station, detectives conducted an interview of John asking him about the theft. John Doe has had no prior arrests, is 35 years old, and most of John Doe’s family still resides in his home country. Due to the amount of money involved, the crime is deemed a felony and John was arrested and placed in the county jail in Toms River, NJ. He is going to face the judge in the Ocean County Superior Court; however, he has no money for bail.
Please discuss the following questions, explaining your answers in detail by analyzing the facts presented and other factors you consider relevant; defining and explaining key legal terms and principles; and citing legal authority (your text and other legal authority) to support your conclusions in a 2–3 page paper (excluding the title page and reference page).
Since John was in custody, what are the procedural steps the police were required to take once John began to incriminate himself?
What procedural steps must the officers perform following John’s arrest and interview at the police station?
The court could choose either a preliminary hearing or a grand jury proceeding to establish probable cause for the felony charges in this case. Compare and contrast the two procedures.
Identify what issues the judge would take into consideration when setting bond for John.
Explain what an arraignment is and what occurs during an arraignment.
Note:
This Assignment will require outside research. Use at least two credible sources beyond the text material, and discuss how you evaluated the credibility of the resources used. You may use the internet, the textbook, course material, and any other outside resources in supporting your task. Use proper citations in APA style.
The paper should contain a cover page and a list of references in APA format.
All internal citation of outside sources plus the listing of all references should also adhere to APA format.
No Plagiarism
.
Juvenile Justice SystemComment by Jamie Price Good job.docx
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 ...
Heres What HappenedJohnny is a 14-year-old boy whose parents are.docx
Here's What Happened:
Johnny is a 14-year-old boy whose parents are both working two jobs to provide for their family. Johnny is an only child and remains unsupervised until later in the evenings due to his parents' employment. He is not involved in extracurricular activities and spends a large amount of time with his friends, unsupervised in his home. One day, Johnny is tempted by his friends to shoplift a shirt from a Centervale Mall Department Store after school. He does so and is arrested by the Centervale Police Officer, R. M. Syler. Johnny's parents are contacted; they pick him up from the Centervale Police Department (CPD) where they are notified of a scheduled appointment for them to meet with Centervale Probation and Parole's Juvenile Officer Randy Melton. At the meeting, Johnny admits to stealing the shirt. Johnny enters into a supervision period with Officer Melton.
During the period of supervision, Johnny meets with Officer Melton at CPD. Even though Officer Melton knew that Johnny was required to undergo random urine analysis exams, he had never asked Johnny to provide a urine sample over the three-month period Johnny had been meeting with him. One meeting proved to be different. Johnny was required to undergo a urine analysis and his results revealed positive for marijuana. The results of Johnny's urine analysis test were not surprising to Officer Melton because he had received reports from Johnny's parents and the school that Johnny's grades were dropping and that he was consistently arguing with teachers and his parents because he did not want to follow rules set forth by the school or at home.
Johnny was also not abiding by the rules of the supervision agreement he had entered into with his supervising officer by failing the drug test. Due to the violation of his supervision, he had to appear in front of the juvenile court judge for a status hearing and for them to hear the violation. After the hearing, Johnny's stipulations now included the recommendation to participate in a more intensive program, the Juvenile Drug Court Program. Johnny was not amenable to this decision and reacted by stealing a car. Johnny was arrested and held a pending contact with the juvenile authorities and the judge.
Throughout this course, we have been discussing Juvenile and Adult Supervision. There are clear differences between all of the processes from intake to termination. This assignment focuses on the steps of supervision in a juvenile case that could be transferred to the adult court if it meets specific circumstances.
What You Need to Do:
You need to write a paper (6- to 8-page) for this assignment. Your paper should follow all APA format and citation guidelines. Please utilize 3–5 credible, outside resources in this assignment and document them using in-text citations and properly formatted references. Include a thesis statement in your paper and finalize it with a strong conclusion.
Your paper should include answers to the following quest.
[CJ499 Bachelors Capstone in Criminal Justice ] Unit 3 .docx
[CJ499: Bachelors Capstone in Criminal Justice ]
Unit 3 Assignment: Scenario: Criminal Law
In the scenario listed below there are at least four alleged crimes and at least one possible civil action.
Review the scenario and identify these crimes and civil action.
In a 3 – 4 page paper (excluding title and reference pages), apply principles of criminal law to
criminal justice practice.
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
Cite case law regarding the possible civil action that could be taken against the police officer, the
department, and the city.
Scenario:
Police Officer Jones, in full uniform, was walking the midnight shift in a high-crime area at approximately
2:00 AM and is approached by a civilian who told Officer Jones she had been robbed and beaten by
someone wearing a red shirt and white pants. The victim’s shirt was blood soaked from a severe
laceration to her head and lip. She said the perpetrator was wearing a ski mask so she was unable to
determine the gender/sex of the individual, as well as the race/ethnicity. However, she was able to inform
Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The perpetrator stole her
wallet and was holding it when he/she fled the scene, which was only a minute or two earlier. Officer
Jones called for medical assistance and for backup as well.
While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that
partially fit the description about a block away from the scene. Though it was very dark, Officer Jones
observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim
unattended. Medical and backup had not arrived. When Officer Jones was approximately 20 feet away he
identified himself as a police officer and told him in a loud, clear voice, “Stop, Police!
However, the individual refused to comply with Officer Jones’s commands and continued to walk away
from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As the
individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the subject’s
right front pocket. The subject, who was now approximately 7 feet from Officer Jones, refused to keep
hands where Officer Jones could see them. The subject reached into his right front pocket and began to
draw his hand out of his right front pocket. Officer Jones drew his weapon and fired at the individual, hitting
him in the left shoulder.
The individual fell to the ground and Officer Jones approached him and called for additional medical
personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to be
Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable.
Detectives investigating the incident discovered that the person sho.
Recommended
Assignment 1 LASA 2 Analysis of Technology, Culture and Victim
Assignment 1: LASA 2: Analysis of Technology, Culture and Victims in Crime
Jamal, a straight A junior in High School, was recently involved in a physical fight with another student in the corridor of the school. Juan is a recovering alcoholic who has absenteeism issues and poor grades. Although Juan was held back in sixth grade, and struggles with social situations, he has never been involved in any disciplinary action at school. However, Jamal recently completed 90 hours of community service after being convicted of disorderly conduct and simple assault from an unrelated incident.
The school video recordings show Jamal instigating the fight, yet student witnesses reported to school officials and law enforcement that Juan was the instigator. During the investigation, a drug dog alerted law enforcement to the possibility that a controlled substance was present in Juan's locker. When confronted by law enforcement, Juan claimed Jamal planted the drugs in Juan's locker to hide Jamal's own habit. Regardless, Juan was placed under arrest. An external security camera recorded a verbal altercation between law enforcement and a group of young adults who felt Juan's arrest was racially motivated.
Tasks:
You are the District Attorney's Investigator and have been asked to evaluate this situation as pursuant to Juan's upcoming trial. Compose a 3-6 page paper to address the following:
Identify, define, examine, and discuss the crimes potentially committed by Juan and Jamal.
Identify the victim(s) in this scenario. Outline the rights of the victim(s) as they related to social responsibility.
Compare and contrast the legal issues that could arise for the police department in this scenario.
Analyze how societal diversity might have played a role in this case. Discuss ethical practices utilized by law enforcement that help them to maintain their objectivity throughout their investigation of this incident, Jamal and Juan's backgrounds, and the underlying interests of social order.
Evaluate the use of technology, such as video tape recordings, as demonstrative evidence in the courtroom.
Compile your paper, including all information researched, and prepare a submission paper in accordance with the following guidelines:
This paper is to be in APA format with a cover sheet and reference page at the end.
The length of the paper is to be a minimum of three pages and no more than five pages. This length does not include your cover or reference sheets.
Remember that APA font is Times New Roman, font size 12.
Submission Details:
Save the final paper as M5_A1_Lastname_Firstname.doc.
By the due date assigned
, submit your final paper to the
Submissions Area
.
LASA 2 Grading Criteria and Rubric
Assignment 1 Grading Criteria
Identifies, defines, examines, and discusses the types of crimes being committed in this scenario.
Identify the victim(s) in this scenario and outline the rights of the victim(s) as it relates to social responsibility.
Comp ...
Problem Evaluation Paper 1Problem Evaluation Paper .docx
Problem Evaluation Paper 1
Problem Evaluation Paper
Alexis Lucca
CJA/355
04/11/2016
Gerald Norris
Problem Evaluation Paper
2
Problem Evaluation Paper
Criminal justice can be said to be the system of governmental institutions and practices
aimed at holding up social control, crime mitigation and deterring, for example giving penalties
to criminals and also rehabilitating them. The career mostly falls in between legal and law
enforcement. Law enforcement is the ones dealing with the criminal behavior causes and societal
response to crime, for example, criminology, and forensic psychology. Policing also falls in this
category. The current issue in the criminal justice field is The Punishment and Criminalization of
young people and children (Martin & Philbin, 1980).
Many children aged 13 and 14 years in the United States who have undergone the
prosecution for adults had continued being sentenced to life imprisonment with no signs of
parole. However, the juveniles continue to being imprisoned despite the fact that their sentence is
unconstitutional hence leading to their death with no review and scrutiny or follow up.
According to (EJI) Equal Justice Initiative undertook in the year 2008, about seventy-three cases
showing that juveniles have died in prison through condemnation followed by minimal review
have been documented. The courts did not consider that the children were young making the
sentences imposed on them mandatory. Most of the children were combined with the crimes
which had been committed by adults and old teenagers leading to the involvement of two-thirds
of children of a younger age (Goodman & Grimming, 2007).
The difference between older teens and young children should then be observed. Below
are then some problems which make this situation to keep on growing. Influence from
dysfunctional backgrounds. This is because of exposure to violence, like mostly most of them
have been subjected to sexual abuse; they have been abandoned or have even been neglected.
Secondly, their parents are drug and dealers, addicts, sex workers and alcoholics. This then
Problem Evaluation Paper
3
makes it clear that these children have been brought up in poor places with lethal violence, where
their parents were not able to afford safety, health and luxuries that every child would require.
It was therefore brought into conclusion by Oklahoma that when a person is a youth,
they are vulnerable to psychological damage and influence, and this has been taken to be more
than a chronological fact. Moreover, the children who have gone through this have some things
in common which disturb them. Protection and treatment from health care providers, police
failure, foster systems, family courts and security agencies of young children. Most of the crimes
committed by these children are mostly.
JUVENILLE DELINQUENTS ACCROSS NEPAL - Term paper
TERM PAPER WORK ON THE SITUATION WITH JUVENILLE DELINQUENTS ACROSS NEPAL
Analysis and Application Legal Rights Afforded to the Accused.docx
Analysis and Application: Legal Rights Afforded to the Accused
The following case study presents issues related to the legal rights afforded the accused and the reasons those rights are provided to all individuals under our system of criminal justice.
Case Study:
John Doe is an individual who left his country in an effort to make a better life. However, he does not have legal status in America and was recently arrested for shoplifting merchandise, which was valued over $1,000. At the time of his arrest, John voluntarily began to make incriminating statements to the arresting officers. At the police station, detectives conducted an interview of John asking him about the theft. John Doe has had no prior arrests, is 35 years old, and most of John Doe’s family still resides in his home country. Due to the amount of money involved, the crime is deemed a felony and John was arrested and placed in the county jail in Toms River, NJ. He is going to face the judge in the Ocean County Superior Court; however, he has no money for bail.
Please discuss the following questions, explaining your answers in detail by analyzing the facts presented and other factors you consider relevant; defining and explaining key legal terms and principles; and citing legal authority (your text and other legal authority) to support your conclusions in a 2–3 page paper (excluding the title page and reference page).
Since John was in custody, what are the procedural steps the police were required to take once John began to incriminate himself?
What procedural steps must the officers perform following John’s arrest and interview at the police station?
The court could choose either a preliminary hearing or a grand jury proceeding to establish probable cause for the felony charges in this case. Compare and contrast the two procedures.
Identify what issues the judge would take into consideration when setting bond for John.
Explain what an arraignment is and what occurs during an arraignment.
Note:
This Assignment will require outside research. Use at least two credible sources beyond the text material, and discuss how you evaluated the credibility of the resources used. You may use the internet, the textbook, course material, and any other outside resources in supporting your task. Use proper citations in APA style.
The paper should contain a cover page and a list of references in APA format.
All internal citation of outside sources plus the listing of all references should also adhere to APA format.
No Plagiarism
.
Juvenile Justice SystemComment by Jamie Price Good job.docx
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 ...
Heres What HappenedJohnny is a 14-year-old boy whose parents are.docx
Here's What Happened:
Johnny is a 14-year-old boy whose parents are both working two jobs to provide for their family. Johnny is an only child and remains unsupervised until later in the evenings due to his parents' employment. He is not involved in extracurricular activities and spends a large amount of time with his friends, unsupervised in his home. One day, Johnny is tempted by his friends to shoplift a shirt from a Centervale Mall Department Store after school. He does so and is arrested by the Centervale Police Officer, R. M. Syler. Johnny's parents are contacted; they pick him up from the Centervale Police Department (CPD) where they are notified of a scheduled appointment for them to meet with Centervale Probation and Parole's Juvenile Officer Randy Melton. At the meeting, Johnny admits to stealing the shirt. Johnny enters into a supervision period with Officer Melton.
During the period of supervision, Johnny meets with Officer Melton at CPD. Even though Officer Melton knew that Johnny was required to undergo random urine analysis exams, he had never asked Johnny to provide a urine sample over the three-month period Johnny had been meeting with him. One meeting proved to be different. Johnny was required to undergo a urine analysis and his results revealed positive for marijuana. The results of Johnny's urine analysis test were not surprising to Officer Melton because he had received reports from Johnny's parents and the school that Johnny's grades were dropping and that he was consistently arguing with teachers and his parents because he did not want to follow rules set forth by the school or at home.
Johnny was also not abiding by the rules of the supervision agreement he had entered into with his supervising officer by failing the drug test. Due to the violation of his supervision, he had to appear in front of the juvenile court judge for a status hearing and for them to hear the violation. After the hearing, Johnny's stipulations now included the recommendation to participate in a more intensive program, the Juvenile Drug Court Program. Johnny was not amenable to this decision and reacted by stealing a car. Johnny was arrested and held a pending contact with the juvenile authorities and the judge.
Throughout this course, we have been discussing Juvenile and Adult Supervision. There are clear differences between all of the processes from intake to termination. This assignment focuses on the steps of supervision in a juvenile case that could be transferred to the adult court if it meets specific circumstances.
What You Need to Do:
You need to write a paper (6- to 8-page) for this assignment. Your paper should follow all APA format and citation guidelines. Please utilize 3–5 credible, outside resources in this assignment and document them using in-text citations and properly formatted references. Include a thesis statement in your paper and finalize it with a strong conclusion.
Your paper should include answers to the following quest.
[CJ499 Bachelors Capstone in Criminal Justice ] Unit 3 .docx
[CJ499: Bachelors Capstone in Criminal Justice ]
Unit 3 Assignment: Scenario: Criminal Law
In the scenario listed below there are at least four alleged crimes and at least one possible civil action.
Review the scenario and identify these crimes and civil action.
In a 3 – 4 page paper (excluding title and reference pages), apply principles of criminal law to
criminal justice practice.
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
Cite case law regarding the possible civil action that could be taken against the police officer, the
department, and the city.
Scenario:
Police Officer Jones, in full uniform, was walking the midnight shift in a high-crime area at approximately
2:00 AM and is approached by a civilian who told Officer Jones she had been robbed and beaten by
someone wearing a red shirt and white pants. The victim’s shirt was blood soaked from a severe
laceration to her head and lip. She said the perpetrator was wearing a ski mask so she was unable to
determine the gender/sex of the individual, as well as the race/ethnicity. However, she was able to inform
Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The perpetrator stole her
wallet and was holding it when he/she fled the scene, which was only a minute or two earlier. Officer
Jones called for medical assistance and for backup as well.
While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that
partially fit the description about a block away from the scene. Though it was very dark, Officer Jones
observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim
unattended. Medical and backup had not arrived. When Officer Jones was approximately 20 feet away he
identified himself as a police officer and told him in a loud, clear voice, “Stop, Police!
However, the individual refused to comply with Officer Jones’s commands and continued to walk away
from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As the
individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the subject’s
right front pocket. The subject, who was now approximately 7 feet from Officer Jones, refused to keep
hands where Officer Jones could see them. The subject reached into his right front pocket and began to
draw his hand out of his right front pocket. Officer Jones drew his weapon and fired at the individual, hitting
him in the left shoulder.
The individual fell to the ground and Officer Jones approached him and called for additional medical
personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to be
Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable.
Detectives investigating the incident discovered that the person sho.
Unit 3 [CJ499 Bachelors Capstone in Criminal Justice ] .docx
Unit 3 [CJ499: Bachelors Capstone in Criminal Justice ]
Unit 3 Assignment: Scenario: Criminal Law
In the scenario listed below there are at least four alleged crimes and at least one possible civil
action. Review the scenario and identify these crimes and civil action.
In a 3 – 4 page paper (excluding title and reference pages), apply principles of criminal law to
criminal justice practice.
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
Cite case law regarding the possible civil action that could be taken against the police officer,
the department, and the city.
Scenario:
Police Officer Jones, in full uniform, was walking the midnight shift in a high-crime area at
approximately 2:00 AM and is approached by a civilian who told Officer Jones she had been robbed
and beaten by someone wearing a red shirt and white pants. The victim’s shirt was blood soaked
from a severe laceration to her head and lip. She said the perpetrator was wearing a ski mask so she
was unable to determine the gender/sex of the individual, as well as the race/ethnicity. However, she
was able to inform Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The
perpetrator stole her wallet and was holding it when he/she fled the scene, which was only a minute
or two earlier. Officer Jones called for medical assistance and for backup as well.
While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that
partially fit the description about a block away from the scene. Though it was very dark, Officer Jones
observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim
unattended. Medical and backup had not arrived. W hen Officer Jones was approximately 20 feet
away he identified himself as a police officer and told him in a loud, clear voice, “Stop, Police!
However, the individual refused to comply with Officer Jones’s commands and continued to walk
away from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As
the individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the
subject’s right front pocket. The subject, who was now approximately 7 feet from Officer Jones,
refused to keep hands where Officer Jones could see them. The subject reached into his right front
pocket and began to draw his hand out of his right front pocket. Officer Jones drew his weapon and
fired at the individual, hitting him in the left shoulder.
The individual fell to the ground and Officer Jones approached him and called for additional medical
personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to
be Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable.
Detectives investigating the incident discovered that the person shot ...
Unit 3 [CJ499 Bachelors Capstone in Criminal Justice ] .docx
Unit 3 [CJ499: Bachelors Capstone in Criminal Justice ]
Unit 3 Assignment: Scenario: Criminal Law
In the scenario listed below there are at least four alleged crimes and at least one possible civil
action. Review the scenario and identify these crimes and civil action.
In a 3 – 4 page paper (excluding title and reference pages), apply principles of criminal law to
criminal justice practice.
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
Cite case law regarding the possible civil action that could be taken against the police officer,
the department, and the city.
Scenario:
Police Officer Jones, in full uniform, was walking the midnight shift in a high-crime area at
approximately 2:00 AM and is approached by a civilian who told Officer Jones she had been robbed
and beaten by someone wearing a red shirt and white pants. The victim’s shirt was blood soaked
from a severe laceration to her head and lip. She said the perpetrator was wearing a ski mask so she
was unable to determine the gender/sex of the individual, as well as the race/ethnicity. However, she
was able to inform Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The
perpetrator stole her wallet and was holding it when he/she fled the scene, which was only a minute
or two earlier. Officer Jones called for medical assistance and for backup as well.
While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that
partially fit the description about a block away from the scene. Though it was very dark, Officer Jones
observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim
unattended. Medical and backup had not arrived. When Officer Jones was approximately 20 feet
away he identified himself as a police officer and told him in a loud, clear voice, “Stop, Police!
However, the individual refused to comply with Officer Jones’s commands and continued to walk
away from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As
the individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the
subject’s right front pocket. The subject, who was now approximately 7 feet from Officer Jones,
refused to keep hands where Officer Jones could see them. The subject reached into his right front
pocket and began to draw his hand out of his right front pocket. Officer Jones drew his weapon and
fired at the individual, hitting him in the left shoulder.
The individual fell to the ground and Officer Jones approached him and called for additional medical
personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to
be Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable.
Detectives investigating the incident discovered ...
A Study Of Child Sex Offenders Characteristics And Motivations
Essay Writing Service
http://StudyHub.vip/A-Study-Of-Child-Sex-Offenders--Charact 👈
A youth is arrested for drug possession, spends time in prison, is.docx
A youth is arrested for drug possession, spends time in prison, is unable to get a job as an adult, and turns back to the street. Another youth is arrested for prostitution but is considered a human trafficking victim and is diverted to social services; the youth recovers from the experience and starts a new life.
Choices made in the juvenile justice system have long-terms effects on individuals’ lives that have, in many ways, barely begun. What if the youth arrested for drug possession was removed from his alcoholic father’s care, stayed with an aunt in a better neighborhood, and sent to a treatment program? What if the youth arrested for prostitution was given jail time and simply sent back out on the street?
This week, you analyze the long-term effects of key decisions made on behalf of young offenders.
Cox, S. M., Allen, J. M., Hanser, R. D., & Conrad, J. J. (2018). Juvenile justice: A guide to theory, policy, and practice (9th ed.). Thousand Oaks, CA: SAGE.
Juvenile Justice: A Guide to Theory, Policy, and Practice, 9th Edition by Cox, S. M., Allen, J. M., & Hanser, R. D. Copyright 2017 by SAGE Publications, Inc. Reprinted by permission of SAGE Publications, Inc via the Copyright Clearance Center.
Sims, G. L. (2009). The criminalization of mental illness: How theoretical failures create real problems in the criminal justice system. Vanderbilt Law Review, 62(3), 1053–1083. (Accession No. 43308077)
In this article, focus on section IV, “Applying Juvenile Justice Principles to Address the Theoretical Failings of the Criminal Justice System” (pp. 1075–1082).
https://www.ted.com/talks/adam_foss_a_prosecutor_s_vision_for_a_better_justice_system
Week 5 case study
Adam, a 16-year-old student at the local high school, has had multiple run-ins with law enforcement, beginning with a shoplifting arrest. The store in that first arrest dropped the charges, and Adam made restitution for what he had stolen. Within the next year, it became apparent that Adam had a drug problem, as a teacher reported finding drug paraphernalia on his person and his mother revealed finding drugs around the house. Adam was then picked up for possession of a controlled substance. Adam attended outpatient treatment in lieu of being charged, where he revealed that he had been selling small amounts of drugs to some classmates. He also revealed that his abusive father had left some time ago and that his mother also suffered from drug addiction, often leaving drugs out in the open. After a fight outside a high school football game led to his injuring another student, Adam was sent to various intervention programs to address his drug use and sometimes violent behavior. He rebounded for a time, attending school more regularly and, according to those around him, staying clean. However, in recent months, Adam has fallen in with a crowd of 18- and 19-year-olds who are part of a regional crystal meth operation. Adam arrives before you after having shot and critically wounded .
Case StudyJohn Doe is an individual who left his country in an ef.docx
Case Study:
John Doe is an individual who left his country in an effort to make a better life. However, he does not have legal status in America and was recently arrested for shoplifting merchandise, which was valued over $1,000. At the time of his arrest, John voluntarily began to make incriminating statements to the arresting officers. At the police station, detectives conducted an interview of John asking him about the theft. John Doe has had no prior arrests, is 35 years old, and most of John Doe’s family still resides in his home country. Due to the amount of money involved, the crime is deemed a felony and John was arrested and placed in the county jail in Toms River, NJ. He is going to face the judge in the Ocean County Superior Court; however, he has no money for bail.
Please discuss the following questions, explaining your answers in detail by analyzing the facts presented and other factors you consider relevant; defining and explaining key legal terms and principles; and citing legal authority (your text and other legal authority) to support your conclusions in a 2–3 page paper (excluding the title page and reference page).
Since John was in custody, what are the procedural steps the police were required to take once John began to incriminate himself?
What procedural steps must the officers perform following John’s arrest and interview at the police station?
The court could choose either a preliminary hearing or a grand jury proceeding to establish probable cause for the felony charges in this case. Compare and contrast the two procedures.
Identify what issues the judge would take into consideration when setting bond for John.
Explain what an arraignment is and what occurs during an arraignment.
Note:
This Assignment will require outside research. Use at least two credible sources beyond the text material, and discuss how you evaluated the credibility of the resources used. You may consult the Kaplan Online Library, the internet, the textbook, course material, and any other outside resources in supporting your task. Use proper citations in APA style.
The paper should contain a cover page and a list of references in APA format.
All internal citation of outside sources plus the listing of all references should also adhere to APA format.
...
The following case study presents issues related to the legal ri.docx
The following case study presents issues related to the legal rights afforded the accused and the reasons those rights are provided to all individuals under our system of criminal justice.
Case Study:
John Doe is an individual who left his country in an effort to make a better life. However, he does not have legal status in America and was recently arrested for shoplifting merchandise, which was valued over $1,000. At the time of his arrest, John voluntarily began to make incriminating statements to the arresting officers. At the police station, detectives conducted an interrogation of John asking him about the theft. John Doe has had no prior arrests, is 35 years old, and most of John Doe’s family still resides in his home country. Due to the amount of money involved, the crime is deemed a felony and John was arrested and placed in county jail, however, he has no money for bail.
Please discuss the following questions, explaining your answers in detail by analyzing the facts presented and other factors you consider relevant; defining and explaining key legal terms and principles; and citing legal authority (your text and other legal authority) to support your conclusions in a 2–3 page paper (excluding the title page and reference page).
Since John was in custody, what are the procedural steps the police were required to take once John began to incriminate himself?
What procedural steps must the officers perform following John’s arrest and interview at the police station?
The court could choose either a preliminary hearing or a grand jury proceeding to establish probable cause for the felony charges in this case. Compare and contrast the two procedures.
Identify what issues the judge would take into consideration when setting bond for John.
Explain what an arraignment is and what occurs during an arraignment.
Note:
This Assignment will require outside research. Use at least two credible sources beyond the text material, and discuss how you evaluated the credibility of the resources used. You may consult the Library, the internet, the textbook, course material, and any other outside resources in supporting your task. Use proper citations in APA style.
The paper should contain a cover page and a list of references in APA format.
All internal citation of outside sources plus the listing of all references should also adhere to APA format.
Download the
Unit 4 Assignment Checklist
.
...
Officer Johnson has been closely studying the family we have bee.docx
Officer Johnson has been closely studying the family we have been following throughout this course. He mentioned in his report that Rob and Junior were managing the drug-based business. Mary was managing prostitution. Junior was working with some of his friends on a new capper. One of Junior's friends was stealing computers from his employer and selling them on the Internet. Officer Johnson is also helping Lucy cope with sexual assault by her father, Rob. She was forced by her parents to get involved in prostitution. She is a minor and a victim of child abuse.
Having reached the conclusion of this course, you have seen how a normal Centervale family became involved in criminal activity. Through the previous modules, you have seen how the criminal element is transferred from the parents to the children and the affect this has on various lives in the family unit. You will now evaluate both sides of the issues in this case; from the prosecution's perspective and defense's perspective taking the following into account:
Family pressure to act a certain way for acceptance
Possible defenses that could be given
Sentencing possibilities for the various crimes you have studied
Please consider how the events of this Centervale story play out from the standpoint of the prosecution and the defense. You are to review all modules to complete this discussion.
In a minimum of 300 words, post your responses to the following to the
Discussion Area
:
What were the considerations for the family to enter a life of crime?
How did involvement in crime affect interactions among the members of the family?
What was the impact of the parents' behaviors on other family members and the long-term effects on each of the parties?
What are the various defenses that might be raised for Rob, Mary, and Junior and why?
What are the potential sentencing options for the three members of the family, Rob, Mary, and Junior, and why are these sentences justifiable?
Critically analyze the working of the American criminal justice system and suggest ways to improve it so that scenarios as given in this course can be prevented.
...
Comprehensive Learning Assessment 2 - Primary Source Analysis Pape
Comprehensive Learning Assessment 2 - Primary Source Analysis Paper
Primary Source Analysis Paper
For this assignment, you will be taking a closer look at an international relations topic that intrigues you.
1. Choose a topic that interests you (historical or contemporary). Some ideas include the atomic bombing of Hiroshima and Nagasaki, the Munich Pact, the fall of the Berlin Wall, India and Pakistan joining of the Nuclear Club, the Cuban Missile Crisis, and the Russian invasion of Crimea. If you need your professor to review your choice, send it to them at the beginning of Week 7. They will need time to respond to you, and you will need time to submit this CLA.
2. Then select a primary source on the topic you chose, specifically, a speech from a political leader (Review Understanding Primary and Secondary Sources and Analyzing a Primary Source before you begin searching for a primary source).
Search Tips:
The National Security Archive: http://www2.gwu.edu/~nsarchiv/
Internet Modern History Sourcebook: http://www.fordham.edu/Halsall/mod/modsbook.asp.
George Mason’s Center for History and New Media: http://chnm.gmu.edu/teaching-and-learning/.
Note: When sifting through sources, ask yourself how a realist, liberal, or constructivist would interpret this primary source. Then, select a perspective through which to view the primary source. Then, using the CLA guidelines detailed in this syllabus, include the following in a three- to four-page written essay:
Briefly describe your source:
1. Include contextual information about the source.
2. What does the reader need to understand about the context (and history) in which this source was made in order to understand your analysis of the source?
3. Include the information the reader needs to understand the source, but do not include unrelated information.
Make a statement:
1. This should be at the end of your introductory paragraph or directly following the introduction.
2. Make an argument from a particular perspective (realist, liberalist, constructivist)
Example:
· Although realists would disagree with A about B, this primary source perfectly illustrates three of realism’s primary assumptions X, Y, and Z.
· Despite President X’s call for a more globalized and peaceful world order in source B, her overall foreign policy view is decidedly constructivist as seen in source A.
· Throughout this film, the main character’s primary motivations stem from a constructivist understanding of the world as seen in XYZ.
Analyze the primary source:
1. Elaborate on your statement above. This is the main part of the paper and the length of this section should reflect this. Use references as needed. As you analyze the source, ensure that you answer the following: How would theorist X view this source? How does the language in this source reflect/contradict this theory? If you are comparing primary sources, what theoretical views are expressed in these sources? The same? Different? What accounts for this differ ...
1 Crime, Criminal Justice, andCriminologyLearning Obj
1: Crime, Criminal Justice, and
Criminology
Learning Objectives
This section will broadly introduce crime, criminal justice, and criminology. This section is designed to be a
broad overview of what the subsequent chapters will cover in detail. It also demonstrates how the United States
create laws, policies enacted to enforce laws, and the role of the media. After reading this section, students will be
able to:
• Understand the differences between deviance, rule violations, and criminality
• Explain the differences between the interactionist, consensus, and conflict views in the creation of
laws
• Identify the three components of the criminal justice system
• Discuss the differences between crime control and due process model, and application examples to
each
• Describe the wedding cake model theory and application examples to each tier
• Briefly explain the role of the media and how media may spread myths in society
• Briefly understand the unique role of victims in the criminal justice process
Background Knowledge Probe: The goal here is to assess current knowledge about the criminal
justice system at the start of the course. Each of these topics is covered throughout the course, and they will
often be a controversial topic and topic for debate.
You will indicate whether you know each statement to be True or False, but there is no right or wrong
answer since it is just to assess your background knowledge.
1. Blacks commit more crime than any other racial group.
9
2. The United States has the lowest recidivism rates in the world (return to prison).
3. The death penalty is cheaper than life imprisonment.
4. Politicians shape our thoughts on crime, even if they are inaccurate.
5. Children are most likely to be killed by a stranger.
6. A stranger is most likely to physically harm you.
7. White-collar crime costs our country more every year than street-crime.
8. Juveniles are more violent today than ever before.
9. Immigrants commit more crime than native-born people.
10. Violent crime has risen in the United States over the last 20 years.
ALISON S. BURKE, DAVID CARTER, BRIAN FEDOREK, TIFFANY MOREY, LORE RUTZ-BURRI, AND SHANELL
SANCHEZ
10
1.1. Crime and the Criminal Justice System
SHANELL SANCHEZ
Theft as a Child
The first lesson in crime and criminality I remember was when I was in second grade and stole something from
a local drug store. I thought that the bracelet was shiny and perfect. At first, I remember wanting to try it on, but
then I did not want to take it off. I had more questions than my Nana may have been ready to answer about why I
did it and why I could not keep it. I had to take the bracelet back, which hurt because I loved it. Because of guilt or
shame, I told my grandma what I did.
Think about a time in your life that you may have done something similar. Was this first lesson in crime and
criminality from the person you were raised by such as a parent(s) or grandparent(s)? Did they ...
1 Crime, Criminal Justice, andCriminologyLearning Obj
1: Crime, Criminal Justice, and
Criminology
Learning Objectives
This section will broadly introduce crime, criminal justice, and criminology. This section is designed to be a
broad overview of what the subsequent chapters will cover in detail. It also demonstrates how the United States
create laws, policies enacted to enforce laws, and the role of the media. After reading this section, students will be
able to:
• Understand the differences between deviance, rule violations, and criminality
• Explain the differences between the interactionist, consensus, and conflict views in the creation of
laws
• Identify the three components of the criminal justice system
• Discuss the differences between crime control and due process model, and application examples to
each
• Describe the wedding cake model theory and application examples to each tier
• Briefly explain the role of the media and how media may spread myths in society
• Briefly understand the unique role of victims in the criminal justice process
Background Knowledge Probe: The goal here is to assess current knowledge about the criminal
justice system at the start of the course. Each of these topics is covered throughout the course, and they will
often be a controversial topic and topic for debate.
You will indicate whether you know each statement to be True or False, but there is no right or wrong
answer since it is just to assess your background knowledge.
1. Blacks commit more crime than any other racial group.
9
2. The United States has the lowest recidivism rates in the world (return to prison).
3. The death penalty is cheaper than life imprisonment.
4. Politicians shape our thoughts on crime, even if they are inaccurate.
5. Children are most likely to be killed by a stranger.
6. A stranger is most likely to physically harm you.
7. White-collar crime costs our country more every year than street-crime.
8. Juveniles are more violent today than ever before.
9. Immigrants commit more crime than native-born people.
10. Violent crime has risen in the United States over the last 20 years.
ALISON S. BURKE, DAVID CARTER, BRIAN FEDOREK, TIFFANY MOREY, LORE RUTZ-BURRI, AND SHANELL
SANCHEZ
10
1.1. Crime and the Criminal Justice System
SHANELL SANCHEZ
Theft as a Child
The first lesson in crime and criminality I remember was when I was in second grade and stole something from
a local drug store. I thought that the bracelet was shiny and perfect. At first, I remember wanting to try it on, but
then I did not want to take it off. I had more questions than my Nana may have been ready to answer about why I
did it and why I could not keep it. I had to take the bracelet back, which hurt because I loved it. Because of guilt or
shame, I told my grandma what I did.
Think about a time in your life that you may have done something similar. Was this first lesson in crime and
criminality from the person you were raised by such as a parent(s) or grandparent(s)? Did they ...
Comprehensive Learning Assessment 2 - Primary Source Analysis Pape.docx
Comprehensive Learning Assessment 2 - Primary Source Analysis Paper
Primary Source Analysis Paper
For this assignment, you will be taking a closer look at an international relations topic that intrigues you.
1. Choose a topic that interests you (historical or contemporary). Some ideas include the atomic bombing of Hiroshima and Nagasaki, the Munich Pact, the fall of the Berlin Wall, India and Pakistan joining of the Nuclear Club, the Cuban Missile Crisis, and the Russian invasion of Crimea. If you need your professor to review your choice, send it to them at the beginning of Week 7. They will need time to respond to you, and you will need time to submit this CLA.
2. Then select a primary source on the topic you chose, specifically, a speech from a political leader (Review Understanding Primary and Secondary Sources and Analyzing a Primary Source before you begin searching for a primary source).
Search Tips:
The National Security Archive: http://www2.gwu.edu/~nsarchiv/
Internet Modern History Sourcebook: http://www.fordham.edu/Halsall/mod/modsbook.asp.
George Mason’s Center for History and New Media: http://chnm.gmu.edu/teaching-and-learning/.
Note: When sifting through sources, ask yourself how a realist, liberal, or constructivist would interpret this primary source. Then, select a perspective through which to view the primary source. Then, using the CLA guidelines detailed in this syllabus, include the following in a three- to four-page written essay:
Briefly describe your source:
1. Include contextual information about the source.
2. What does the reader need to understand about the context (and history) in which this source was made in order to understand your analysis of the source?
3. Include the information the reader needs to understand the source, but do not include unrelated information.
Make a statement:
1. This should be at the end of your introductory paragraph or directly following the introduction.
2. Make an argument from a particular perspective (realist, liberalist, constructivist)
Example:
· Although realists would disagree with A about B, this primary source perfectly illustrates three of realism’s primary assumptions X, Y, and Z.
· Despite President X’s call for a more globalized and peaceful world order in source B, her overall foreign policy view is decidedly constructivist as seen in source A.
· Throughout this film, the main character’s primary motivations stem from a constructivist understanding of the world as seen in XYZ.
Analyze the primary source:
1. Elaborate on your statement above. This is the main part of the paper and the length of this section should reflect this. Use references as needed. As you analyze the source, ensure that you answer the following: How would theorist X view this source? How does the language in this source reflect/contradict this theory? If you are comparing primary sources, what theoretical views are expressed in these sources? The same? Different? What accounts for this differ ...
assignment 1.)Journal Schools of Criminology and Your Career.docx
assignment 1.)
Journal: Schools of Criminology and Your Career
After reviewing the information on criminology and the four schools of criminology, discuss and give an example of how each will influence your selected criminal justice career.
Assignment 2.)
The Rights of Citizens
Overview
It is important to understand your responsibilities as a criminal justice professional when engaging with citizens. This assignment is broken into three parts and
you must complete each part of the assignment
.
Each part includes a text or video scenario to which you will respond by writing a 1–page paper for each scenario that examines specific information regarding the events using your knowledge of the United States Constitution.
Instructions
Part 1: Law Enforcement Officer Arrives at the Scene Scenario
An 18-year-old high school student walks to class carrying a backpack. He is stopped by the school security guard and his backpack is searched. A loaded handgun is discovered. The school security guard takes the student to the principal’s office. The principal calls the local police. In the state where the school is located, it is illegal to carry a concealed weapon without a permit and all weapons are prohibited on campus.
Officer Smith arrives at the school approximately 10 minutes later. Officer Smith takes a statement from the school security guard and searches the student’s backpack. He seizes the gun and places the student under arrest. Officer Smith then asks the student if he would like to make a statement to explain why he was carrying a concealed weapon on campus.
The student replies, “What weapon? That’s not my backpack and I never saw that gun before.”
The student is then transported to the local jail. However, on the way to the local jail, Officer Smith asks the student again why he brought a loaded gun on campus. The student admits that it was his gun and stated that he needed it for protection. Upon arrival at the local jail, the student is booked. Six hours later, the student is interviewed by a Detective Columbo. The detective reads the student his Miranda warning and asks the student if he would like to make a statement.
The student replies, “No, I want a lawyer.”
Write a 1–page paper in which you:
Examine the constitutional amendment or amendments that would relate to this situation.
Outline the appropriate procedures you would need to follow to comply with the associated amendments to ensure admissibility of evidence.
Evaluate the officer’s actions and determine whether his search, the student’s confession, and the weapon discovery were lawful and/or admissible. Provide a rationale for your opinion.
Use at least two sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the
library
or review
library guides
.
Consider using Cornell La.
Running Head CHILDREN IN JUVENILE DELINQUENCY .docx
Running Head: CHILDREN IN JUVENILE DELINQUENCY 1
13
Children in Juvenile Delinquency
Tommy Bush Sr
Professor Newvine
Troy University
CJ 3375
November 5, 2013
TABLE OF CONTENTS
I. Goal statement, variables, questions P. 3
II. Hypotheses/theories
P. 3-4
III. Sampling procedure
P. 6
IV. Cover letter
P. 8
V. Questionnaire
P. 9
VI. Literature review
P.10
VII. Data analysis
P. 12
VIII. Research findings/conclusion
P. 15
IX. Problems encountered
P. 16
X. Reference list
P. 18
I. Introduction
Research project is the collection of data about a certain issue so as to find out the cause and the solution to it. In this research, we are going to look into minor crimes, and what are the factors or variables are the cause of it.
Goal statement: The objective is to find out what type of kids become delinquent in the state of Florida
Independent Variables: The five key variables that will be explored in this research study are, age, gender, racial differences, family environment and mental health.
Research questions
I. What do you think about the age-group of kids gets booked for juvenile offenses more often?
II. Kids of which gender are more prone to committing juvenile offenses?
III. Does race has any role in juvenile delinquency?
IV. What are the role and the impact of the family environment in juvenile delinquency?
V. Is there any correlation between mental health of the kids and juvenile delinquency committed?
II. Hypothesis/theories
H1: Kids aged 15-16 years get arrested for juvenile delinquency more often than kids from other age group.
T1: A possible theory and explanation for the above hypothesis is that kids at that age are more vulnerable and impressionable and they get influenced easily by movies, peer pressure, and the environment in which they reside. At this stage most of them what to discover and explore what different things and what to acquire knowledge. This is attitude of the kids at that age may make them more incli ...
THIS IS A 2 PART ASSIGNMENTPART 13-5 pages in a bulleted lis.docx
THIS IS A 2 PART ASSIGNMENT
PART 1
3-5 pages in a bulleted list format
Since your graduation from AIU, you have been working as the victims' assistant advocate for the office of the local county prosecutor. You have a great working relationship with the prosecutor, Mary, and the remainder of the office. Normally, when you speak, the staff and prosecutor know you are speaking from a knowledge base that you have gained from personal experience, research, and reading, so they know that your comments are facts. You like to use APA format to cite your sources, but this bulleted paper does not need to be in APA format.
You have decided to speak with the prosecutor, Mary, on behalf of Maureen, the college student who was a victim of date rape. You want to convince Mary to support a change in the prosecutor's policy of not prosecuting date rape cases when drugs or alcohol are involved. Maureen has a strict policy: when someone wants to speak with her about changing an established policy, she wants the person to submit a paper of 3
–
5 pages containing topic bullets outlining his or her argument for the policy change prior to meeting her. She feels this way, she is not blind-sided, and she has an opportunity to research the topic prior to the meeting.
You follow her policy and write a paper using bullets only, hoping that you can persuade Mary and the chief prosecutor to change their policy or, at a minimum, meet with you for a discussion about changing the policy. Maureen knows other young women are being attacked and that very often, date rape drugs are being used.
Mary has agreed to review your policy change letter if you write it. You write the policy change paper in which where you have the following two goals:
Educate Mary about date rape using statistics and information about date rape and date rape drugs to show her that Maureen is one of the types of victims who perpetrators take advantage of in these situations.
Explain why not prosecuting the cases is the wrong public and social policy. Of course, you are also hopeful that the victim, Maureen, also receives help in her case.
To organize your efforts before your meeting, create a detailed outline in bullet form that contains information for the following 5 topics:
List Uniform Crime Reporting (UCR) and the National Crime Victimization Survey (NCVS) reported crime statistics relating to rape and the strengths and weaknesses of each type of reporting.
Define the term
date rape
(or
acquaintance rape
—the terms are interchangeable) and how date rape (acquaintance rape) is distinguished from stranger rape, statutory rape, and spousal rape.
List the types and uses of date rape drugs.
Describe the victim
–
offender relationship, including the following:
How victims are viewed by perpetrators of date rape
The special problems of date rape prosecutions
How society and jurors may view date rape (blaming the victim based on the perceived precipitation, facilitation, or provocation of the victim).
CJA 140 Technology levels--snaptutorial.com
For more classes visit
www.snaptutorial.com
As you read, many defendants in the criminal justice system are prosecuted in state courts, which means that for the most part prosecutors rely on state case law and statutes as guidelines for whether or not they should be charged. In this assignment, you will select a defendant who has been prosecuted in your state court.
Cja 140 Success Begins / snaptutorial.com
As you read, many defendants in the criminal justice system are prosecuted in state courts, which means that for the most part prosecutors rely on state case law and statutes as guidelines for whether or not they should be charged. In this assignment, you will select a defendant who has been prosecuted in your state court. Describe, in 1 page, the case against the defendant and the crimes for which the defendant has been charged. Examine the punishment assigned to the offender. If the offender you chose was acquitted or has not yet reached the punishment stage, you will still be able to examine the punishments that were available.
Cja 140 Enthusiastic Study / snaptutorial.com
As you read, many defendants in the criminal justice system are prosecuted in state courts, which means that for the most part prosecutors rely on state case law and statutes as guidelines for whether or not they should be charged. In this assignment, you will select a defendant who has been prosecuted in your state court. Describe, in 1 page, the case against the defendant and the crimes for which the defendant has been charged. Examine the punishment assigned to the offender. If the offender you chose was acquitted or has not yet reached the punishment stage, you will still be able to examine the punishments that were available.
An 8-year employee of your police agency, Officer Ima Goodenough, .docx
An 8-year employee of your police agency, Officer Ima Goodenough, is a patrol officer who often serves as a field training officer. Goodenough is generally capable and experienced in both the patrol and detective divisions. She takes pride in being of the “old school” and has developed a clique of approximately 10 people with whom she gets along while mostly shunning other officers. As an officer of the old school, she typically handles calls for service without requesting cover units or backup. She has had six complaints of brutality lodged against her during the last 3 years. For Ima and her peers, officers who call for backup are “wimps.” She has recently been involved in two high-speed pursuits during which her vehicle was damaged when she attempted to run the offender off the road. Ima will notify a supervisor only when dealing with a major situation. She is borderline insubordinate when dealing with new supervisors. She believes that, generally speaking, the administration exists only to “screw around with us.” You, her shift commander, have been angry about her deteriorating attitude and reckless performance for some time and have been wondering whether you will soon have occasion to take some form of disciplinary action against her. You have also learned that Ima has a reputation among her supervisors as being a “hot dog.” Some of her past and present supervisors have even commented that she is a “walking time bomb” who is unpredictable and could “blow” at any time.
One day, while bored on patrol, Ima decides to go outside her jurisdiction, responding to a shooting call that is just across the city limit and in the county. She radios the dispatcher that she is out “assisting,” then walks into the home where paramedics are frantically working on a man with a head wound lying on the floor. Nearby on the floor is a large foreign-made revolver; Ima holds and waves the revolver in the air, examining it. A paramedic yells at her, “Hey! Put that down, this may be an attempted homicide case!” Ima puts the revolver back on the floor. Meanwhile, you have been attempting to contact Ima via radio to get her back into her jurisdiction. Later, when the sheriff’s office complains to you about her actions at their crime scene, you require her to write a report of her actions. She completes a report describing her observations at the scene but denies touching or picking up anything. Looking at Ima’s personnel file, you determine that her performance evaluations for the past 8 years are “standard”—average to above average. She has never received a suspension from duty for her actions. Although verbally expressing their unhappiness with her for many years, Ima’s supervisors have not expressed that attitude in writing.
For this week’s discussion:
• Select a source of anatomy and physiology information from the open web.
• Evaluate the source and explain why it is or is not a credible source of information.
• Provide a reference in APA format.
Use the .
Major Benefits and Drivers of IoT.Background According to T.docx
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
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Unit 3 [CJ499 Bachelors Capstone in Criminal Justice ] .docx
Unit 3 [CJ499: Bachelors Capstone in Criminal Justice ]
Unit 3 Assignment: Scenario: Criminal Law
In the scenario listed below there are at least four alleged crimes and at least one possible civil
action. Review the scenario and identify these crimes and civil action.
In a 3 – 4 page paper (excluding title and reference pages), apply principles of criminal law to
criminal justice practice.
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
Cite case law regarding the possible civil action that could be taken against the police officer,
the department, and the city.
Scenario:
Police Officer Jones, in full uniform, was walking the midnight shift in a high-crime area at
approximately 2:00 AM and is approached by a civilian who told Officer Jones she had been robbed
and beaten by someone wearing a red shirt and white pants. The victim’s shirt was blood soaked
from a severe laceration to her head and lip. She said the perpetrator was wearing a ski mask so she
was unable to determine the gender/sex of the individual, as well as the race/ethnicity. However, she
was able to inform Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The
perpetrator stole her wallet and was holding it when he/she fled the scene, which was only a minute
or two earlier. Officer Jones called for medical assistance and for backup as well.
While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that
partially fit the description about a block away from the scene. Though it was very dark, Officer Jones
observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim
unattended. Medical and backup had not arrived. W hen Officer Jones was approximately 20 feet
away he identified himself as a police officer and told him in a loud, clear voice, “Stop, Police!
However, the individual refused to comply with Officer Jones’s commands and continued to walk
away from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As
the individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the
subject’s right front pocket. The subject, who was now approximately 7 feet from Officer Jones,
refused to keep hands where Officer Jones could see them. The subject reached into his right front
pocket and began to draw his hand out of his right front pocket. Officer Jones drew his weapon and
fired at the individual, hitting him in the left shoulder.
The individual fell to the ground and Officer Jones approached him and called for additional medical
personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to
be Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable.
Detectives investigating the incident discovered that the person shot ...
Unit 3 [CJ499 Bachelors Capstone in Criminal Justice ] .docx
Unit 3 [CJ499: Bachelors Capstone in Criminal Justice ]
Unit 3 Assignment: Scenario: Criminal Law
In the scenario listed below there are at least four alleged crimes and at least one possible civil
action. Review the scenario and identify these crimes and civil action.
In a 3 – 4 page paper (excluding title and reference pages), apply principles of criminal law to
criminal justice practice.
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
Cite case law regarding the possible civil action that could be taken against the police officer,
the department, and the city.
Scenario:
Police Officer Jones, in full uniform, was walking the midnight shift in a high-crime area at
approximately 2:00 AM and is approached by a civilian who told Officer Jones she had been robbed
and beaten by someone wearing a red shirt and white pants. The victim’s shirt was blood soaked
from a severe laceration to her head and lip. She said the perpetrator was wearing a ski mask so she
was unable to determine the gender/sex of the individual, as well as the race/ethnicity. However, she
was able to inform Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The
perpetrator stole her wallet and was holding it when he/she fled the scene, which was only a minute
or two earlier. Officer Jones called for medical assistance and for backup as well.
While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that
partially fit the description about a block away from the scene. Though it was very dark, Officer Jones
observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim
unattended. Medical and backup had not arrived. When Officer Jones was approximately 20 feet
away he identified himself as a police officer and told him in a loud, clear voice, “Stop, Police!
However, the individual refused to comply with Officer Jones’s commands and continued to walk
away from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As
the individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the
subject’s right front pocket. The subject, who was now approximately 7 feet from Officer Jones,
refused to keep hands where Officer Jones could see them. The subject reached into his right front
pocket and began to draw his hand out of his right front pocket. Officer Jones drew his weapon and
fired at the individual, hitting him in the left shoulder.
The individual fell to the ground and Officer Jones approached him and called for additional medical
personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to
be Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable.
Detectives investigating the incident discovered ...
A Study Of Child Sex Offenders Characteristics And Motivations
Essay Writing Service
http://StudyHub.vip/A-Study-Of-Child-Sex-Offenders--Charact 👈
A youth is arrested for drug possession, spends time in prison, is.docx
A youth is arrested for drug possession, spends time in prison, is unable to get a job as an adult, and turns back to the street. Another youth is arrested for prostitution but is considered a human trafficking victim and is diverted to social services; the youth recovers from the experience and starts a new life.
Choices made in the juvenile justice system have long-terms effects on individuals’ lives that have, in many ways, barely begun. What if the youth arrested for drug possession was removed from his alcoholic father’s care, stayed with an aunt in a better neighborhood, and sent to a treatment program? What if the youth arrested for prostitution was given jail time and simply sent back out on the street?
This week, you analyze the long-term effects of key decisions made on behalf of young offenders.
Cox, S. M., Allen, J. M., Hanser, R. D., & Conrad, J. J. (2018). Juvenile justice: A guide to theory, policy, and practice (9th ed.). Thousand Oaks, CA: SAGE.
Juvenile Justice: A Guide to Theory, Policy, and Practice, 9th Edition by Cox, S. M., Allen, J. M., & Hanser, R. D. Copyright 2017 by SAGE Publications, Inc. Reprinted by permission of SAGE Publications, Inc via the Copyright Clearance Center.
Sims, G. L. (2009). The criminalization of mental illness: How theoretical failures create real problems in the criminal justice system. Vanderbilt Law Review, 62(3), 1053–1083. (Accession No. 43308077)
In this article, focus on section IV, “Applying Juvenile Justice Principles to Address the Theoretical Failings of the Criminal Justice System” (pp. 1075–1082).
https://www.ted.com/talks/adam_foss_a_prosecutor_s_vision_for_a_better_justice_system
Week 5 case study
Adam, a 16-year-old student at the local high school, has had multiple run-ins with law enforcement, beginning with a shoplifting arrest. The store in that first arrest dropped the charges, and Adam made restitution for what he had stolen. Within the next year, it became apparent that Adam had a drug problem, as a teacher reported finding drug paraphernalia on his person and his mother revealed finding drugs around the house. Adam was then picked up for possession of a controlled substance. Adam attended outpatient treatment in lieu of being charged, where he revealed that he had been selling small amounts of drugs to some classmates. He also revealed that his abusive father had left some time ago and that his mother also suffered from drug addiction, often leaving drugs out in the open. After a fight outside a high school football game led to his injuring another student, Adam was sent to various intervention programs to address his drug use and sometimes violent behavior. He rebounded for a time, attending school more regularly and, according to those around him, staying clean. However, in recent months, Adam has fallen in with a crowd of 18- and 19-year-olds who are part of a regional crystal meth operation. Adam arrives before you after having shot and critically wounded .
Case StudyJohn Doe is an individual who left his country in an ef.docx
Case Study:
John Doe is an individual who left his country in an effort to make a better life. However, he does not have legal status in America and was recently arrested for shoplifting merchandise, which was valued over $1,000. At the time of his arrest, John voluntarily began to make incriminating statements to the arresting officers. At the police station, detectives conducted an interview of John asking him about the theft. John Doe has had no prior arrests, is 35 years old, and most of John Doe’s family still resides in his home country. Due to the amount of money involved, the crime is deemed a felony and John was arrested and placed in the county jail in Toms River, NJ. He is going to face the judge in the Ocean County Superior Court; however, he has no money for bail.
Please discuss the following questions, explaining your answers in detail by analyzing the facts presented and other factors you consider relevant; defining and explaining key legal terms and principles; and citing legal authority (your text and other legal authority) to support your conclusions in a 2–3 page paper (excluding the title page and reference page).
Since John was in custody, what are the procedural steps the police were required to take once John began to incriminate himself?
What procedural steps must the officers perform following John’s arrest and interview at the police station?
The court could choose either a preliminary hearing or a grand jury proceeding to establish probable cause for the felony charges in this case. Compare and contrast the two procedures.
Identify what issues the judge would take into consideration when setting bond for John.
Explain what an arraignment is and what occurs during an arraignment.
Note:
This Assignment will require outside research. Use at least two credible sources beyond the text material, and discuss how you evaluated the credibility of the resources used. You may consult the Kaplan Online Library, the internet, the textbook, course material, and any other outside resources in supporting your task. Use proper citations in APA style.
The paper should contain a cover page and a list of references in APA format.
All internal citation of outside sources plus the listing of all references should also adhere to APA format.
...
The following case study presents issues related to the legal ri.docx
The following case study presents issues related to the legal rights afforded the accused and the reasons those rights are provided to all individuals under our system of criminal justice.
Case Study:
John Doe is an individual who left his country in an effort to make a better life. However, he does not have legal status in America and was recently arrested for shoplifting merchandise, which was valued over $1,000. At the time of his arrest, John voluntarily began to make incriminating statements to the arresting officers. At the police station, detectives conducted an interrogation of John asking him about the theft. John Doe has had no prior arrests, is 35 years old, and most of John Doe’s family still resides in his home country. Due to the amount of money involved, the crime is deemed a felony and John was arrested and placed in county jail, however, he has no money for bail.
Please discuss the following questions, explaining your answers in detail by analyzing the facts presented and other factors you consider relevant; defining and explaining key legal terms and principles; and citing legal authority (your text and other legal authority) to support your conclusions in a 2–3 page paper (excluding the title page and reference page).
Since John was in custody, what are the procedural steps the police were required to take once John began to incriminate himself?
What procedural steps must the officers perform following John’s arrest and interview at the police station?
The court could choose either a preliminary hearing or a grand jury proceeding to establish probable cause for the felony charges in this case. Compare and contrast the two procedures.
Identify what issues the judge would take into consideration when setting bond for John.
Explain what an arraignment is and what occurs during an arraignment.
Note:
This Assignment will require outside research. Use at least two credible sources beyond the text material, and discuss how you evaluated the credibility of the resources used. You may consult the Library, the internet, the textbook, course material, and any other outside resources in supporting your task. Use proper citations in APA style.
The paper should contain a cover page and a list of references in APA format.
All internal citation of outside sources plus the listing of all references should also adhere to APA format.
Download the
Unit 4 Assignment Checklist
.
...
Officer Johnson has been closely studying the family we have bee.docx
Officer Johnson has been closely studying the family we have been following throughout this course. He mentioned in his report that Rob and Junior were managing the drug-based business. Mary was managing prostitution. Junior was working with some of his friends on a new capper. One of Junior's friends was stealing computers from his employer and selling them on the Internet. Officer Johnson is also helping Lucy cope with sexual assault by her father, Rob. She was forced by her parents to get involved in prostitution. She is a minor and a victim of child abuse.
Having reached the conclusion of this course, you have seen how a normal Centervale family became involved in criminal activity. Through the previous modules, you have seen how the criminal element is transferred from the parents to the children and the affect this has on various lives in the family unit. You will now evaluate both sides of the issues in this case; from the prosecution's perspective and defense's perspective taking the following into account:
Family pressure to act a certain way for acceptance
Possible defenses that could be given
Sentencing possibilities for the various crimes you have studied
Please consider how the events of this Centervale story play out from the standpoint of the prosecution and the defense. You are to review all modules to complete this discussion.
In a minimum of 300 words, post your responses to the following to the
Discussion Area
:
What were the considerations for the family to enter a life of crime?
How did involvement in crime affect interactions among the members of the family?
What was the impact of the parents' behaviors on other family members and the long-term effects on each of the parties?
What are the various defenses that might be raised for Rob, Mary, and Junior and why?
What are the potential sentencing options for the three members of the family, Rob, Mary, and Junior, and why are these sentences justifiable?
Critically analyze the working of the American criminal justice system and suggest ways to improve it so that scenarios as given in this course can be prevented.
...
Comprehensive Learning Assessment 2 - Primary Source Analysis Pape
Comprehensive Learning Assessment 2 - Primary Source Analysis Paper
Primary Source Analysis Paper
For this assignment, you will be taking a closer look at an international relations topic that intrigues you.
1. Choose a topic that interests you (historical or contemporary). Some ideas include the atomic bombing of Hiroshima and Nagasaki, the Munich Pact, the fall of the Berlin Wall, India and Pakistan joining of the Nuclear Club, the Cuban Missile Crisis, and the Russian invasion of Crimea. If you need your professor to review your choice, send it to them at the beginning of Week 7. They will need time to respond to you, and you will need time to submit this CLA.
2. Then select a primary source on the topic you chose, specifically, a speech from a political leader (Review Understanding Primary and Secondary Sources and Analyzing a Primary Source before you begin searching for a primary source).
Search Tips:
The National Security Archive: http://www2.gwu.edu/~nsarchiv/
Internet Modern History Sourcebook: http://www.fordham.edu/Halsall/mod/modsbook.asp.
George Mason’s Center for History and New Media: http://chnm.gmu.edu/teaching-and-learning/.
Note: When sifting through sources, ask yourself how a realist, liberal, or constructivist would interpret this primary source. Then, select a perspective through which to view the primary source. Then, using the CLA guidelines detailed in this syllabus, include the following in a three- to four-page written essay:
Briefly describe your source:
1. Include contextual information about the source.
2. What does the reader need to understand about the context (and history) in which this source was made in order to understand your analysis of the source?
3. Include the information the reader needs to understand the source, but do not include unrelated information.
Make a statement:
1. This should be at the end of your introductory paragraph or directly following the introduction.
2. Make an argument from a particular perspective (realist, liberalist, constructivist)
Example:
· Although realists would disagree with A about B, this primary source perfectly illustrates three of realism’s primary assumptions X, Y, and Z.
· Despite President X’s call for a more globalized and peaceful world order in source B, her overall foreign policy view is decidedly constructivist as seen in source A.
· Throughout this film, the main character’s primary motivations stem from a constructivist understanding of the world as seen in XYZ.
Analyze the primary source:
1. Elaborate on your statement above. This is the main part of the paper and the length of this section should reflect this. Use references as needed. As you analyze the source, ensure that you answer the following: How would theorist X view this source? How does the language in this source reflect/contradict this theory? If you are comparing primary sources, what theoretical views are expressed in these sources? The same? Different? What accounts for this differ ...
1 Crime, Criminal Justice, andCriminologyLearning Obj
1: Crime, Criminal Justice, and
Criminology
Learning Objectives
This section will broadly introduce crime, criminal justice, and criminology. This section is designed to be a
broad overview of what the subsequent chapters will cover in detail. It also demonstrates how the United States
create laws, policies enacted to enforce laws, and the role of the media. After reading this section, students will be
able to:
• Understand the differences between deviance, rule violations, and criminality
• Explain the differences between the interactionist, consensus, and conflict views in the creation of
laws
• Identify the three components of the criminal justice system
• Discuss the differences between crime control and due process model, and application examples to
each
• Describe the wedding cake model theory and application examples to each tier
• Briefly explain the role of the media and how media may spread myths in society
• Briefly understand the unique role of victims in the criminal justice process
Background Knowledge Probe: The goal here is to assess current knowledge about the criminal
justice system at the start of the course. Each of these topics is covered throughout the course, and they will
often be a controversial topic and topic for debate.
You will indicate whether you know each statement to be True or False, but there is no right or wrong
answer since it is just to assess your background knowledge.
1. Blacks commit more crime than any other racial group.
9
2. The United States has the lowest recidivism rates in the world (return to prison).
3. The death penalty is cheaper than life imprisonment.
4. Politicians shape our thoughts on crime, even if they are inaccurate.
5. Children are most likely to be killed by a stranger.
6. A stranger is most likely to physically harm you.
7. White-collar crime costs our country more every year than street-crime.
8. Juveniles are more violent today than ever before.
9. Immigrants commit more crime than native-born people.
10. Violent crime has risen in the United States over the last 20 years.
ALISON S. BURKE, DAVID CARTER, BRIAN FEDOREK, TIFFANY MOREY, LORE RUTZ-BURRI, AND SHANELL
SANCHEZ
10
1.1. Crime and the Criminal Justice System
SHANELL SANCHEZ
Theft as a Child
The first lesson in crime and criminality I remember was when I was in second grade and stole something from
a local drug store. I thought that the bracelet was shiny and perfect. At first, I remember wanting to try it on, but
then I did not want to take it off. I had more questions than my Nana may have been ready to answer about why I
did it and why I could not keep it. I had to take the bracelet back, which hurt because I loved it. Because of guilt or
shame, I told my grandma what I did.
Think about a time in your life that you may have done something similar. Was this first lesson in crime and
criminality from the person you were raised by such as a parent(s) or grandparent(s)? Did they ...
1 Crime, Criminal Justice, andCriminologyLearning Obj
1: Crime, Criminal Justice, and
Criminology
Learning Objectives
This section will broadly introduce crime, criminal justice, and criminology. This section is designed to be a
broad overview of what the subsequent chapters will cover in detail. It also demonstrates how the United States
create laws, policies enacted to enforce laws, and the role of the media. After reading this section, students will be
able to:
• Understand the differences between deviance, rule violations, and criminality
• Explain the differences between the interactionist, consensus, and conflict views in the creation of
laws
• Identify the three components of the criminal justice system
• Discuss the differences between crime control and due process model, and application examples to
each
• Describe the wedding cake model theory and application examples to each tier
• Briefly explain the role of the media and how media may spread myths in society
• Briefly understand the unique role of victims in the criminal justice process
Background Knowledge Probe: The goal here is to assess current knowledge about the criminal
justice system at the start of the course. Each of these topics is covered throughout the course, and they will
often be a controversial topic and topic for debate.
You will indicate whether you know each statement to be True or False, but there is no right or wrong
answer since it is just to assess your background knowledge.
1. Blacks commit more crime than any other racial group.
9
2. The United States has the lowest recidivism rates in the world (return to prison).
3. The death penalty is cheaper than life imprisonment.
4. Politicians shape our thoughts on crime, even if they are inaccurate.
5. Children are most likely to be killed by a stranger.
6. A stranger is most likely to physically harm you.
7. White-collar crime costs our country more every year than street-crime.
8. Juveniles are more violent today than ever before.
9. Immigrants commit more crime than native-born people.
10. Violent crime has risen in the United States over the last 20 years.
ALISON S. BURKE, DAVID CARTER, BRIAN FEDOREK, TIFFANY MOREY, LORE RUTZ-BURRI, AND SHANELL
SANCHEZ
10
1.1. Crime and the Criminal Justice System
SHANELL SANCHEZ
Theft as a Child
The first lesson in crime and criminality I remember was when I was in second grade and stole something from
a local drug store. I thought that the bracelet was shiny and perfect. At first, I remember wanting to try it on, but
then I did not want to take it off. I had more questions than my Nana may have been ready to answer about why I
did it and why I could not keep it. I had to take the bracelet back, which hurt because I loved it. Because of guilt or
shame, I told my grandma what I did.
Think about a time in your life that you may have done something similar. Was this first lesson in crime and
criminality from the person you were raised by such as a parent(s) or grandparent(s)? Did they ...
Comprehensive Learning Assessment 2 - Primary Source Analysis Pape.docx
Comprehensive Learning Assessment 2 - Primary Source Analysis Paper
Primary Source Analysis Paper
For this assignment, you will be taking a closer look at an international relations topic that intrigues you.
1. Choose a topic that interests you (historical or contemporary). Some ideas include the atomic bombing of Hiroshima and Nagasaki, the Munich Pact, the fall of the Berlin Wall, India and Pakistan joining of the Nuclear Club, the Cuban Missile Crisis, and the Russian invasion of Crimea. If you need your professor to review your choice, send it to them at the beginning of Week 7. They will need time to respond to you, and you will need time to submit this CLA.
2. Then select a primary source on the topic you chose, specifically, a speech from a political leader (Review Understanding Primary and Secondary Sources and Analyzing a Primary Source before you begin searching for a primary source).
Search Tips:
The National Security Archive: http://www2.gwu.edu/~nsarchiv/
Internet Modern History Sourcebook: http://www.fordham.edu/Halsall/mod/modsbook.asp.
George Mason’s Center for History and New Media: http://chnm.gmu.edu/teaching-and-learning/.
Note: When sifting through sources, ask yourself how a realist, liberal, or constructivist would interpret this primary source. Then, select a perspective through which to view the primary source. Then, using the CLA guidelines detailed in this syllabus, include the following in a three- to four-page written essay:
Briefly describe your source:
1. Include contextual information about the source.
2. What does the reader need to understand about the context (and history) in which this source was made in order to understand your analysis of the source?
3. Include the information the reader needs to understand the source, but do not include unrelated information.
Make a statement:
1. This should be at the end of your introductory paragraph or directly following the introduction.
2. Make an argument from a particular perspective (realist, liberalist, constructivist)
Example:
· Although realists would disagree with A about B, this primary source perfectly illustrates three of realism’s primary assumptions X, Y, and Z.
· Despite President X’s call for a more globalized and peaceful world order in source B, her overall foreign policy view is decidedly constructivist as seen in source A.
· Throughout this film, the main character’s primary motivations stem from a constructivist understanding of the world as seen in XYZ.
Analyze the primary source:
1. Elaborate on your statement above. This is the main part of the paper and the length of this section should reflect this. Use references as needed. As you analyze the source, ensure that you answer the following: How would theorist X view this source? How does the language in this source reflect/contradict this theory? If you are comparing primary sources, what theoretical views are expressed in these sources? The same? Different? What accounts for this differ ...
assignment 1.)Journal Schools of Criminology and Your Career.docx
assignment 1.)
Journal: Schools of Criminology and Your Career
After reviewing the information on criminology and the four schools of criminology, discuss and give an example of how each will influence your selected criminal justice career.
Assignment 2.)
The Rights of Citizens
Overview
It is important to understand your responsibilities as a criminal justice professional when engaging with citizens. This assignment is broken into three parts and
you must complete each part of the assignment
.
Each part includes a text or video scenario to which you will respond by writing a 1–page paper for each scenario that examines specific information regarding the events using your knowledge of the United States Constitution.
Instructions
Part 1: Law Enforcement Officer Arrives at the Scene Scenario
An 18-year-old high school student walks to class carrying a backpack. He is stopped by the school security guard and his backpack is searched. A loaded handgun is discovered. The school security guard takes the student to the principal’s office. The principal calls the local police. In the state where the school is located, it is illegal to carry a concealed weapon without a permit and all weapons are prohibited on campus.
Officer Smith arrives at the school approximately 10 minutes later. Officer Smith takes a statement from the school security guard and searches the student’s backpack. He seizes the gun and places the student under arrest. Officer Smith then asks the student if he would like to make a statement to explain why he was carrying a concealed weapon on campus.
The student replies, “What weapon? That’s not my backpack and I never saw that gun before.”
The student is then transported to the local jail. However, on the way to the local jail, Officer Smith asks the student again why he brought a loaded gun on campus. The student admits that it was his gun and stated that he needed it for protection. Upon arrival at the local jail, the student is booked. Six hours later, the student is interviewed by a Detective Columbo. The detective reads the student his Miranda warning and asks the student if he would like to make a statement.
The student replies, “No, I want a lawyer.”
Write a 1–page paper in which you:
Examine the constitutional amendment or amendments that would relate to this situation.
Outline the appropriate procedures you would need to follow to comply with the associated amendments to ensure admissibility of evidence.
Evaluate the officer’s actions and determine whether his search, the student’s confession, and the weapon discovery were lawful and/or admissible. Provide a rationale for your opinion.
Use at least two sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the
library
or review
library guides
.
Consider using Cornell La.
Running Head CHILDREN IN JUVENILE DELINQUENCY .docx
Running Head: CHILDREN IN JUVENILE DELINQUENCY 1
13
Children in Juvenile Delinquency
Tommy Bush Sr
Professor Newvine
Troy University
CJ 3375
November 5, 2013
TABLE OF CONTENTS
I. Goal statement, variables, questions P. 3
II. Hypotheses/theories
P. 3-4
III. Sampling procedure
P. 6
IV. Cover letter
P. 8
V. Questionnaire
P. 9
VI. Literature review
P.10
VII. Data analysis
P. 12
VIII. Research findings/conclusion
P. 15
IX. Problems encountered
P. 16
X. Reference list
P. 18
I. Introduction
Research project is the collection of data about a certain issue so as to find out the cause and the solution to it. In this research, we are going to look into minor crimes, and what are the factors or variables are the cause of it.
Goal statement: The objective is to find out what type of kids become delinquent in the state of Florida
Independent Variables: The five key variables that will be explored in this research study are, age, gender, racial differences, family environment and mental health.
Research questions
I. What do you think about the age-group of kids gets booked for juvenile offenses more often?
II. Kids of which gender are more prone to committing juvenile offenses?
III. Does race has any role in juvenile delinquency?
IV. What are the role and the impact of the family environment in juvenile delinquency?
V. Is there any correlation between mental health of the kids and juvenile delinquency committed?
II. Hypothesis/theories
H1: Kids aged 15-16 years get arrested for juvenile delinquency more often than kids from other age group.
T1: A possible theory and explanation for the above hypothesis is that kids at that age are more vulnerable and impressionable and they get influenced easily by movies, peer pressure, and the environment in which they reside. At this stage most of them what to discover and explore what different things and what to acquire knowledge. This is attitude of the kids at that age may make them more incli ...
THIS IS A 2 PART ASSIGNMENTPART 13-5 pages in a bulleted lis.docx
THIS IS A 2 PART ASSIGNMENT
PART 1
3-5 pages in a bulleted list format
Since your graduation from AIU, you have been working as the victims' assistant advocate for the office of the local county prosecutor. You have a great working relationship with the prosecutor, Mary, and the remainder of the office. Normally, when you speak, the staff and prosecutor know you are speaking from a knowledge base that you have gained from personal experience, research, and reading, so they know that your comments are facts. You like to use APA format to cite your sources, but this bulleted paper does not need to be in APA format.
You have decided to speak with the prosecutor, Mary, on behalf of Maureen, the college student who was a victim of date rape. You want to convince Mary to support a change in the prosecutor's policy of not prosecuting date rape cases when drugs or alcohol are involved. Maureen has a strict policy: when someone wants to speak with her about changing an established policy, she wants the person to submit a paper of 3
–
5 pages containing topic bullets outlining his or her argument for the policy change prior to meeting her. She feels this way, she is not blind-sided, and she has an opportunity to research the topic prior to the meeting.
You follow her policy and write a paper using bullets only, hoping that you can persuade Mary and the chief prosecutor to change their policy or, at a minimum, meet with you for a discussion about changing the policy. Maureen knows other young women are being attacked and that very often, date rape drugs are being used.
Mary has agreed to review your policy change letter if you write it. You write the policy change paper in which where you have the following two goals:
Educate Mary about date rape using statistics and information about date rape and date rape drugs to show her that Maureen is one of the types of victims who perpetrators take advantage of in these situations.
Explain why not prosecuting the cases is the wrong public and social policy. Of course, you are also hopeful that the victim, Maureen, also receives help in her case.
To organize your efforts before your meeting, create a detailed outline in bullet form that contains information for the following 5 topics:
List Uniform Crime Reporting (UCR) and the National Crime Victimization Survey (NCVS) reported crime statistics relating to rape and the strengths and weaknesses of each type of reporting.
Define the term
date rape
(or
acquaintance rape
—the terms are interchangeable) and how date rape (acquaintance rape) is distinguished from stranger rape, statutory rape, and spousal rape.
List the types and uses of date rape drugs.
Describe the victim
–
offender relationship, including the following:
How victims are viewed by perpetrators of date rape
The special problems of date rape prosecutions
How society and jurors may view date rape (blaming the victim based on the perceived precipitation, facilitation, or provocation of the victim).
CJA 140 Technology levels--snaptutorial.com
For more classes visit
www.snaptutorial.com
As you read, many defendants in the criminal justice system are prosecuted in state courts, which means that for the most part prosecutors rely on state case law and statutes as guidelines for whether or not they should be charged. In this assignment, you will select a defendant who has been prosecuted in your state court.
Cja 140 Success Begins / snaptutorial.com
As you read, many defendants in the criminal justice system are prosecuted in state courts, which means that for the most part prosecutors rely on state case law and statutes as guidelines for whether or not they should be charged. In this assignment, you will select a defendant who has been prosecuted in your state court. Describe, in 1 page, the case against the defendant and the crimes for which the defendant has been charged. Examine the punishment assigned to the offender. If the offender you chose was acquitted or has not yet reached the punishment stage, you will still be able to examine the punishments that were available.
Cja 140 Enthusiastic Study / snaptutorial.com
As you read, many defendants in the criminal justice system are prosecuted in state courts, which means that for the most part prosecutors rely on state case law and statutes as guidelines for whether or not they should be charged. In this assignment, you will select a defendant who has been prosecuted in your state court. Describe, in 1 page, the case against the defendant and the crimes for which the defendant has been charged. Examine the punishment assigned to the offender. If the offender you chose was acquitted or has not yet reached the punishment stage, you will still be able to examine the punishments that were available.
An 8-year employee of your police agency, Officer Ima Goodenough, .docx
An 8-year employee of your police agency, Officer Ima Goodenough, is a patrol officer who often serves as a field training officer. Goodenough is generally capable and experienced in both the patrol and detective divisions. She takes pride in being of the “old school” and has developed a clique of approximately 10 people with whom she gets along while mostly shunning other officers. As an officer of the old school, she typically handles calls for service without requesting cover units or backup. She has had six complaints of brutality lodged against her during the last 3 years. For Ima and her peers, officers who call for backup are “wimps.” She has recently been involved in two high-speed pursuits during which her vehicle was damaged when she attempted to run the offender off the road. Ima will notify a supervisor only when dealing with a major situation. She is borderline insubordinate when dealing with new supervisors. She believes that, generally speaking, the administration exists only to “screw around with us.” You, her shift commander, have been angry about her deteriorating attitude and reckless performance for some time and have been wondering whether you will soon have occasion to take some form of disciplinary action against her. You have also learned that Ima has a reputation among her supervisors as being a “hot dog.” Some of her past and present supervisors have even commented that she is a “walking time bomb” who is unpredictable and could “blow” at any time.
One day, while bored on patrol, Ima decides to go outside her jurisdiction, responding to a shooting call that is just across the city limit and in the county. She radios the dispatcher that she is out “assisting,” then walks into the home where paramedics are frantically working on a man with a head wound lying on the floor. Nearby on the floor is a large foreign-made revolver; Ima holds and waves the revolver in the air, examining it. A paramedic yells at her, “Hey! Put that down, this may be an attempted homicide case!” Ima puts the revolver back on the floor. Meanwhile, you have been attempting to contact Ima via radio to get her back into her jurisdiction. Later, when the sheriff’s office complains to you about her actions at their crime scene, you require her to write a report of her actions. She completes a report describing her observations at the scene but denies touching or picking up anything. Looking at Ima’s personnel file, you determine that her performance evaluations for the past 8 years are “standard”—average to above average. She has never received a suspension from duty for her actions. Although verbally expressing their unhappiness with her for many years, Ima’s supervisors have not expressed that attitude in writing.
For this week’s discussion:
• Select a source of anatomy and physiology information from the open web.
• Evaluate the source and explain why it is or is not a credible source of information.
• Provide a reference in APA format.
Use the .
Similar to Jamal, a straight A junior in High School, was recently involved in .docx (20)
Unit 3 [CJ499 Bachelors Capstone in Criminal Justice ] .docx
Unit 3 [CJ499 Bachelors Capstone in Criminal Justice ] .docx
Unit 3 [CJ499 Bachelors Capstone in Criminal Justice ] .docx
Unit 3 [CJ499 Bachelors Capstone in Criminal Justice ] .docx
A Study Of Child Sex Offenders Characteristics And Motivations
A Study Of Child Sex Offenders Characteristics And Motivations
A youth is arrested for drug possession, spends time in prison, is.docx
A youth is arrested for drug possession, spends time in prison, is.docx
Case StudyJohn Doe is an individual who left his country in an ef.docx
Case StudyJohn Doe is an individual who left his country in an ef.docx
The following case study presents issues related to the legal ri.docx
The following case study presents issues related to the legal ri.docx
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Officer Johnson has been closely studying the family we have bee.docx
Comprehensive Learning Assessment 2 - Primary Source Analysis Pape
Comprehensive Learning Assessment 2 - Primary Source Analysis Pape
1 Crime, Criminal Justice, andCriminologyLearning Obj
1 Crime, Criminal Justice, andCriminologyLearning Obj
1 Crime, Criminal Justice, andCriminologyLearning Obj
1 Crime, Criminal Justice, andCriminologyLearning Obj
Comprehensive Learning Assessment 2 - Primary Source Analysis Pape.docx
Comprehensive Learning Assessment 2 - Primary Source Analysis Pape.docx
assignment 1.)Journal Schools of Criminology and Your Career.docx
assignment 1.)Journal Schools of Criminology and Your Career.docx
Running Head CHILDREN IN JUVENILE DELINQUENCY .docx
Running Head CHILDREN IN JUVENILE DELINQUENCY .docx
THIS IS A 2 PART ASSIGNMENTPART 13-5 pages in a bulleted lis.docx
THIS IS A 2 PART ASSIGNMENTPART 13-5 pages in a bulleted lis.docx
final juvenile justice bid until u have read the.docx
final juvenile justice bid until u have read the.docx
An 8-year employee of your police agency, Officer Ima Goodenough, .docx
An 8-year employee of your police agency, Officer Ima Goodenough, .docx
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Major Benefits and Drivers of IoT.Background According to T.docx
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
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Major Assessment 4 Cultural Bias Investigation Most educators agree.docx
Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.
Maintaining privacy and confidentiality always is also vital. Nurses.docx
Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
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Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx
Main content
15-2aHow Identity Theft Occurs
Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen information.
2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information.
Step 2: Action
The action stage is the second phase of the identity theft cycle. It involves two activities: accumulating documentation and devising cover-up or concealment actions.
Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.
Macro Presentation – Australia Table of ContentOver.docx
Macro Presentation – Australia
Table of Content:
Overview
Nominal GDP & Real GDP
GDP/Capita
Inflation rate
Exports & Imports
Unemployment Rate & Labor force
labor force participation & composition of labor force
Money Supply
pie-chart (composition of the economy)
strengths and weaknesses of this economy
Overview:
sixth-largest country in the world.
Australia is a continent & an island
located in Oceania
Population: 25.2 million
Australia is one of the wealthiest Asia
the world’s 14th largest (economically)
Overview:
GDP :
$1.3 trillion
2.8% growth
2.6% 5-year compound annual growth
$52,373 per capita
Unemployment: 5.4%
Inflation (CPI): 2.0%
Characterized by: diverse services, technology sectors & low government debt
five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries.
GDP:
Nominal GDP & Real GDP:
Nominal GDP:
1.434 trillion
Real GDP:
45439.30 $
GDP/Capita:
57,373.687
Inflation Rate:
Inflation Rate 2018 = 1.9%
Inflation Rate 2017 = 1.9%
Inflation Rate 2016 = 1.3%
Inflation Rate 2015 = 1.5%
Inflation Rate 2014 = 2.5%
Inflation Rate 2013 = 2.5%
Inflation Rates over 5 years
عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018
Exports & Imports:
Exports:
Bituminous coal
iron ores and concentrates
Gold
Petroleum oils and oils obtained from bituminous
Copper ores and concentrates
The total value of exports: is US$ 252,776 million.
Imports:
Petroleum oïl
Automobiles with reciprocating piston engine di
Transmission apparatus
Diesel powered trucks
The total value of imports: is US$ 235,519 million
Exports & Imports (partners) :
Exports:
China
Japan
Korea
India
United sates
Imports:
China
United states
Japan
Germany
Thailand
Unemployment Rate & Labor force:
Unemployment Rate:
5.4%
Labor force:
79%
labor force participation & composition of labor force:
labor force participation:
77.558
composition of labor force:
Employed = 12658.6
Unemployed = 671.0
Labour force =
12658.6 + 671.0 = 13329.6
Nationals = 29.7 %
foreigners+ = 70.3 %
Money Supply:
M1 = 1189.19
M3 = 2231.55
pie-chart (composition of the economy):
70% of coal, 54% of iron, service industry 70%, Agriculture 12%
المبيعاتcoalironindustryagriculture70547012
strengths and weaknesses of this economy:
Weaknesses:
The quality of life in Australia is high & not permanent
The size of their investment
Most concentrated investments: coal, gas, iron mining
Solution
s & Suggestion:
To sustain a high quality of life long-term:
Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on
strengths and weaknesses of this economy:
Strength:
Mining is a strong investment in Australia
References:
https://www.h.
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M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 1 of 43
Version 10.0
BSBINN601
Lead and manage organisational change
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBINN601 – Lead and manage organisational change
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 2 of 43
Version 10.0
ASSESSMENT RECEIPT FORM
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________ Date: _____________________
Assessment received by Australian School of Commerce
(ASOC) Staff
Name: Signature:
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission
Assessment handedon:
Unit code and title: BSBINN601 – Lead and manage organisational change
Assessment received by ASOC staff
Name: ……………………………………………………
Signature: ………………………...……...……...……..
Student ID: …………………………..
Student Signature: ……………………
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
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M4.3 Case Study
Case Study Example:
Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition.
Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’.
The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.
Key elements of the nurse’s assessment are as follows:
Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care.
One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.
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Love Language Project Part I
Objective:
To demonstrate the principles of love languages and effective use of interpersonal communication skills through “gifting” a close interpersonal relationship.
Assignment:
Please research the 5 Love Languages. Set a time when you can interview your selected person, at least ½ hour. Choose a quiet, comfortable environment where you will be able to listen effectively. The goal of your interview is to learn how your selected person most likes to receive expressions of affection.
You might begin by sharing the five love languages with them and asking some versions of the following questions:
1. Based on the descriptions in this section and this piece, which of the five love languages is most appealing to you to receive?
2. Can you share a story/example of a time when you received affection this way?
3. Which is the most challenging/uncomfortable love language for you to receive?
4. Can you share a story/example of a time when you received affection this way?
5. What changes do you think you could make in the way you receive affectionate messages in your close relationships?
Please describe the person that you chose to interview and your relationship with them. Then, post their responses to the questions
Love Language Project Part II
Write a personal reflection paper, at least 1.5 pages long, double spaced, typed, include the following:
1. What did you learn about your selected person and their preferred love languages from your interview? What was challenging about the interview? What surprised you?
2. How does their preferred love languages differ from yours? Did this make it difficult to plan your special event?
3. Comment on planning your Love Language Event. How did you come up with your ideas? What was easy and what was challenging?
4. Comment on implementing your Love Language Event. What was enjoyable? What was challenging? Did it go as you’d planned?
5. Comment on the Love Language Project in general. What did you learn? About the other person? About yourself?
6. How might what you learned during this Love Language Project affect your expressions of affection in other relationships?
.
Major Computer Science What are the core skills and knowledge y.docx
Major: Computer Science
What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate?
Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program.
.
Major Crime in Your CommunityUse the Internet to search for .docx
Major Crime in Your Community
Use the Internet to search for a recent major crime in your community.
Write a report (narrative only) based on the account of the incident, using the outline process mentioned in chapter three of the course text.
You may simulate interviews and "fill in" any unknown information required to complete the report.
Be sure to include the characteristics of an effective police report covered in chapter three.
Instructions
This report must be at
least 2 pages
of written text.
· The entire paper must be your original work
· This report will use 1-inch margins, Times New Roman 12-point font, and double spacing.
· Cite your source – where do you get the information for your report?
.
Major Assignment - Learning NarrativeWrite a learning narr.docx
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
Assignment
A
narrative
is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" (
The Composition of Everyday Life
, Ch. 1, p. 19).
For this essay, you will write a
learning narrative
, a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting.
In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay:
Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning
Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page:
Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
serif font (Links to an external site.)
(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
: 750 - 1000 words (approx. 3-4 pages)
Objectives and Questions
These questions help to guide discussion and set up the objectives for this unit.
What is an experience? What are significant experience.
Looking to have this work done AGAIN. It was submitted several times.docx
Looking to have this work done AGAIN. It was submitted several times and never passed what the professor was requesting. I will include the copy I last submitted to the profesor, a copy of the instructions, and finally the feedback from the professor with what is missing on this assignment. The assignment is almost completed. Looking for someone to correct what needs correction following the feedback from the professor.
.
Major Assessment 1 Develop a Platform of Beliefs The following .docx
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Macroeconomics PaperThere are currently three major political ap.docx
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf OR GOOGLE DOCS
font 12 double-space
1-inch margins
Bibliography need not be inclusive in writing size.
SOURCES
Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015.
"Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015.
"Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015.
Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015.
FROM UNIT 2 FOLDER
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf
font 12
double-spaced
1-inch margins
Bibliography need not be inclusive in writing size.
"Federal Spending, Budget, and Debt."
Solution
s.heritage.org. N.p., n.d. Web. 01 May 2015.
Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015.
Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015.
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.
M A T T D O N O V A NThings in the Form o f a Prayer in.docx
M A T T D O N O V A N
Things in the Form o f
a Prayer in the Form
o f a Wail
H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him,
writes the song as a duet between Marie and the Mother Abbess, for a
scene in which the plucky nun is told she’s being booted from the con
vent since she privileges melody over God. Marie doesn’t want to serve
as governess for the Von Trapp clan, but she’s already shown her hand
by giving rapturous voice to a song that summons the bliss and solace
o f secular joys. She needs to go. Although the film version of The Sound
of Music will shift “My Favorite Things” to the thunderstorm scene in
which Marie offers up raindrops on roses and warm woolen mittens as
balm to the terrified kids, John Coltrane’s classic jazz cover much more
radically revamps the Broadway hit, transfiguring mere catchiness into
complex modalities. Yet if this were simply a one-off recording, there
wouldn’t be much to say: turning cornball consolation into jazz isn’t
news. Instead, Coltrane can’t relinquish it. Instead, even throughout all
his late music-as-prayer work, he never lets go of the show tune.
“We played it every night for five years,” drummer Elvin Jones re
membered. “We played it every night like there would be no tomorrow.
Like it would be the last time we played it.” His son, Ravi Coltrane,
calculates that his father’s band played “My Favorite Things” thousands
o f times as a regular fixture in the set: “They worked a lo t— forty-five
weeks a year, six nights a week, three sets, sometimes even four sets on
the weekend. You’re talking about getting the blade as sharp as can be.”
But of all the blades to w het— especially one bedecked with ponies
and kittens— why that song in particular?
M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from
an unlikely source: the writings o f cult rock critic Lester Bangs. At the age
o f fourteen, I stumbled upon a copy of his collected writings— Psychotic
632
Reactions and Carburetor Dung— and proceeded to treat it as less an assem
blage o f essays and music reviews than a checklist of writers and albums I
was obliged to track down if I might ever break free from my Ohio sub
urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’
Metallic K.O. (a live album in which you can hear beer bottles shattering
against guitar strings), and even Baudelaire all first came tumbling my
way through the same careening chute of Bangs’s writing. His claim that
Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom
lured me into transcribing the entirety o f the album’s lyrics in my algebra
notebook, and the visible bottom edge of an Undertones poster in his
author photograph led me, without having heard a note o f the band’s
music, to bike six miles to Spin More records in Kent on a quest to
cobble together their discography.
Sandwiched between articl.
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docx
M A R C H 2 0 1 5
F O R W A R D ❚ E N G A G E D ❚ R E A D Y
A Cooperative Strategy for
21st Century Seapower
DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB
A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i]
America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from
supporting an ally with humanitarian assistance or disaster relief to
deterring or defeating an adversary in kinetic action—Sailors, Marines,
and Coast Guardsmen are deployed at sea and in far-flung posts to be
wherever we are needed, when we are needed. Coming from the sea, we
get there sooner, stay there longer, bring everything we need with us,
and we don’t have to ask anyone’s permission.
Our founders recognized the United States as a maritime nation and
the importance of maritime forces, including in our Constitution the re-
quirement that Congress “maintain a Navy.” In today’s dynamic security
environment, with multiple challenges from state and non-state actors
that are often fed by social disorder, political upheaval, and technological
advancements, that requirement is even more prescient.
The United States Navy, Marine Corps, and Coast Guard are our
Nation’s first line of defense, often far from our shores. As such, main-
taining America’s leadership role in the world requires our Nation’s Sea
Services to return to our maritime strategy on occasion and reassess
our approach to shifting relationships and global responsibilities. This
necessary review has affirmed our focus on providing presence around
the world in order to ensure stability, build on our relationships with allies
and partners, prevent wars, and provide our Nation’s leaders with options
in times of crisis. It has confirmed our continued commitment to main-
tain the combat power necessary to deter potential adversaries and to
fight and win when required.
Our responsibility to the American people dictates an efficient use of
our fiscal resources and an approach that adapts to the evolving security
environment. The adjustments made in this document do just that. Look-
ing at how we support our people, build the right platforms, power them
to achieve efficient global capability, and develop critical partnerships
will be central to its successful execution and to providing that unique
capability: presence.
PREFACE
[ii] Forward ✦ Engaged ✦ Ready
Seapower has been and will continue to be the critical foundation of
national power and prosperity and international prestige for the United
States of America. Our Sea Services will integrate with the rest of our
national efforts, and those of our friends and allies. This revision to A
Cooperative Strategy for 21st Century Seapower builds on the heritage
and complementary capabilities of the Navy-Marine Corps-Coast Guard
team to advan.
Lymphedema following breast cancer The importance of surgic.docx
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Lukas Nelson and his wife Anne and their three daughters had been li.docx
Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East.
(Rest of case not shown due to length.)
What factors and forces contributed to scope creep in this case?
Is this an example of good or bad scope creep? Explain.
How could scope creep been better managed by the Nelson
.
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Jamal, a straight A junior in High School, was recently involved in .docx
- 1. Jamal, a straight A junior in High School, was recently involved in a physical fight with another student in the corridor of the school. Juan is a recovering alcoholic who has absenteeism issues and poor grades. Although Juan was held back in sixth grade, and struggles with social situations, he has never been involved in any disciplinary action at school. However, Jamal recently completed 90 hours of community service after being convicted of disorderly conduct and simple assault from an unrelated incident. The school video recordings show Jamal instigating the fight, yet student witnesses reported to school officials and law enforcement that Juan was the instigator. During the investigation, a drug dog alerted law enforcement to the possibility that a controlled substance was present in Juan's locker. When confronted by law enforcement, Juan claimed Jamal planted the drugs in Juan's locker to hide Jamal's own habit. Regardless, Juan was placed under arrest. An external security camera recorded a verbal altercation between law enforcement and a group of young adults who felt Juan's arrest was racially motivated. Tasks: You are the District Attorney's Investigator and have been asked to evaluate this situation as pursuant to Juan's upcoming trial. Compose a 3-6 page paper to address the following: Identify, define, examine, and discuss the crimes potentially committed by Juan and Jamal.
- 2. Identify the victim(s) in this scenario. Outline the rights of the victim(s) as they related to social responsibility. Compare and contrast the legal issues that could arise for the police department in this scenario. Analyze how societal diversity might have played a role in this case. Discuss ethical practices utilized by law enforcement that help them to maintain their objectivity throughout their investigation of this incident, Jamal and Juan's backgrounds, and the underlying interests of social order. Evaluate the use of technology, such as video tape recordings, as demonstrative evidence in the courtroom. Compile your paper, including all information researched, and prepare a submission paper in accordance with the following guidelines: This paper is to be in APA format with a cover sheet and reference page at the end. The length of the paper is to be a minimum of three pages and no more than five pages. This length does not include your cover or reference sheets. Remember that APA font is Times New Roman, font size 12.