New York's Cuomo calls for government shutdown over gun control laws.
When it comes to guncontrol, wily centrist Gov. Andrew Cuomo (D) of New York is emerging as one of the most outspokenly partisan politicians in the country.
As one of the few chief executives in the nation to successfully champion guncontrollegislation in the aftermath of a domestic mass shooting, Governor Cuomo is casting himself as a leader on the issue.
Last week, after the shooting at Umpqua Community College in Roseburg, Ore., which killed nine people and injured nine others, Cuomo called the growing commonplace of such shootings a "blatant failure of our political system" and "a blatant failure of the elected officials in this country."
"I'd love to see the Democrats stand up and say we're going to shut down the government or threaten to shut down the government if we don't get real guncontrollegislation," Cuomo told a local cable news station, repeating it later to CNN. "It should be that high a priority."
Such displays of emotion are relatively rare for the New York governor, who has for the most part governed as a powerful centrist manager of a state divided by upstate conservatives and New York City liberals. But even before the Oregon shooting, Cuomo renewed urgent calls for guncontrol during a fiery and politically charged eulogy for one of his staff attorneys, Carey Gabay, who was shot and killed by a stray bullet in Brooklyn.
His call to Democrats in Washington is not likely to prompt action.
"He has an important position and a microphone," says Jeanne Zaino, a professor of political science at Iona College in New Rochelle, N.Y. "So to that extent he has some pull, but it is limited. Effective guncontrol at the federal level will likely take a strong push from a coalition of Republicans and Democrats who are able to sell their policy as nonpartisan and as a public health issue."
But as a vocal critic of partisan gridlock in Washington, Cuomo has made an art of working with Republicans – who control the state Senate with the help of a caucus of six renegade Democrats.
Weeks after the mass shootings at Sandy Hook Elementary in Newtown, Conn., in 2012, Cuomo secured support from the renegade caucus, and – citing poll numbers showing widespread support from New Yorkers – he succeeded in a vote on the NY SAFE Act. The new law expanded bans on assault weapons and magazines, bolstered background checks, required mental health officials to report patients with guns who may be dangerous, and instituted tougher penalties for gun crimes.
Cuomo told reporters Friday that he hoped New York's gun laws could be a "model for the nation."
"We passed the smartest guncontrollegislation in the nation in this state, and yes, it was hard, and yes, it cost me political capital, but it's probably one of the proudest things I've ever done because that law saves lives," he said.
New York has long been one of the strictest gun-control states in the nation, with laws requiring a license.
Title:
How FBI's Dylann Roof gun snafu hurts Obama's gun control agenda.
Authors:
Patrik Jonsson Staff writer
President Obama pushed Americans to call for stricter gun controls in the wake of the June 17 Charleston church massacre, complaining that the admitted killer, Dylann Roof, "had no trouble getting his hands on a gun."
What the President likely didn't know when he made those comments is this: It wasn't a lack of gun controls, but a bureaucratic failure, that led to Roof obtaining the gun legally, due, it turns out, on a senior FBI document examiner's unfamiliarity with South Carolina geography.
As such, details revealed Friday in the Dylann Roof case add to the complexity of the President's earlier call for a "greater sense of urgency" on gun safety, as FBI Director James Comey said Friday that the agency "felt sick" about its role in the Charleston tragedy – specifically, a failure to spot a drug charge that would have disqualified Roof from buying a gun on April 11.
According to Mr. Comey, a senior examiner started working on Roof's application on April 13, digging into the details of a drug arrest from earlier this year, which had the potential for disqualifying the application. But, being unfamiliar with South Carolina geography, she contacted the wrong law enforcement jurisdiction, which said it had no details on the arrest. A federal law allows the FBI three days to do a background check before either approving it or giving gun stores the discretion to sell the gun anyway.
By the end of that week, Roof had his murder weapon in hand.
For some commentators, the question now is whether a new focus on background checks and the FBI's admission that it flubbed Roof's application will affect public opinion over gun controls in an era where a recent government study found that the number of active shooter incidents rose from an average of 6.4 situations a year in 2007 to an average of 16.4 incidents in 2013.
The role of the government in preventing such tragedies is at the heart of the debate, which is deeply intertwined with America's long-running and complicated relationship with firearms ownership as guaranteed by the US Constitution.
At the same time, the "revving up of presidential campaigns for 2016 [have] increased the hostility" around the gun control debate, writes Aileen Graef for Sinclair Broadcast Group, which owns 162 TV stations in the US.
After a comprehensive gun safety bill failed to pass Congress following the Sandy Hook school massacre in late 2012, support for new gun controls has waned. Polls show only 47 percent of Americans now favoring stricter gun controls. There's other evidence that the US public has little appetite for new gun strictures. After all, 90 percent of NRA-backed candidates won their races in Election 2014.
And while the Charleston massacre forced South Carolina to reconsider its sanctioning of the Confederate battle flag, which Roof had posed with in photos and which t ...
Running head GUN CONTROL1GUN CONTROL16RESEARCH PR.docxcowinhelen
Running head: GUN CONTROL
1
GUN CONTROL
16
RESEARCH PROPOSAL
Do Gun Control Laws Reduce Incidence of Murder and Other Violent Crimes?
Prepared and Submitted
by
.Robert Stevens, MPA
Class Name
INTRODUCTION
On June 26, 2008, the United States Supreme Court affirmed a Court of Appeals decision overturning the Washington D.C. ban on firearms. Over the last several decades, there have been numerous arguments to the effectiveness of gun control bans and gun regulations. The purpose of this study is to add to this debate. This study will conduct a quantitative analysis of murder and other violent crime statistics from the Federal Bureau of Investigation, Uniform Crime Reporting Program and compare those crime rates for a sixty year period. By analyzing the data, the author seeks to identify the true effectiveness of the District of Columbia’s Firearms Control and Regulations Act of 1975.
There has been a long standing debate among citizens, politicians, special interest groups and law enforcement as to the need for and success of strict gun control legislation. There have been numerous studies conducted by various groups on the subject of gun control and/or strict regulation. The two highest profile groups in the debate are the National Rifle Association and the Brady Center and its affiliate, the Center to Prevent Handgun Violence. The Justice Department estimates that as many as 275 million guns are in the United States (Mears, 2010).
The NRA argues that the Second Amendment of the U.S. Constitution guarantees individuals the right to own and carry guns. They are concerned that federal regulations will continue to increase until owning a handgun will be difficult to achieve, infringing on their Constitutional rights. They also argue that if law-abiding citizens have guns, they are safer from criminals, bringing crime rates down. The Brady Center, on the other hand, argues that the Second Amendment of the U.S. Constitution does not guarantee individuals the right to own and carry guns. Further, they argue that when more people have guns, deaths and injuries from guns increase (Adams, 2010).
According to the National Institute of Justice (NIJ), in 2005, 11,346 people were killed by firearms and 477,040 people were the victim of a firearms related crime. The NIJ also reported that in 2006, firearms were used in 68 percent of murders. Handguns are the primary firearm used in firearm related murders in the United States (National Institute of Justice, 2010). NIJ data shows that homicides committed with firearms peaked in 1993 at 17,075, and afterwards the figures steadily fell, leveling off in 1999 at 10,117 but since 2002 gun-related homicides have increased slightly each year (National Institute of Justice, 2010).
In January of 2009, the American Rifleman (an NRA publication) published an article FBI Crime Report is Bad News for Anti-Gunners. The publication cited FBI crime statistics for 2007, that showed the nation's violent ...
NT2580 Week 1 Understanding IT Infrastructure Security An.docxhenrymartin15260
NT2580: Week 1 Understanding IT Infrastructure Security
Analysis 1.1
Case Study
1
In March 2010, 28 year-old Albert Gonzalez was sentenced to 20 years in federal prison for breaching
security measures at several well-known retailers and stealing millions of credit card numbers, which he then
resold across a variety of shadow “carding” Web sites. Using a fairly simple packet sniffer, Gonzalez was able
to steal payment card transaction data in real time, which he then parked on blind servers in places such as
Latvia and Ukraine—countries formerly part of the Soviet Union. Gonzalez named his activities “Operation
Get Rich or Die Tryin'” and lived a lavish lifestyle by selling stolen credit card information. He was eventually
tracked down by the U.S. Secret Service, which was investigating the stolen card ring. Operation Get Rich or
Die Tryin' took place for more than two years and cost major retailers, such as TJX, OfficeMax, Barnes &
Noble, Heartland, and Hannaford, more than $200 million in losses and recovery costs. It is the largest
computer crime case ever prosecuted.
At first glance, Operation Get Rich or Die Tryin' seems to be an open-and-shut case. A hacker commits a
series of cybercrimes, is caught, and is successfully prosecuted. Fault and blame are assigned to the
cybercriminal, and justice is served for the corporations and the millions of people whose credit card
information was compromised.
Unless you ask the shareholders, banking partners, and some customers of TJX, who filed a series of class-
action lawsuits against the company claiming that the “high-level deficiencies” in its security practices make it
at least partially responsible for the damages caused by Albert Gonzalez and his accomplices. The lawsuits
point out, for example, that the packet sniffer Gonzalez attached to the TJX network went unnoticed for more
than seven months. Court documents also indicate that TJX failed to notice more than 80 GB of stored data
being transferred from its servers using TJX’s own high-speed network. Finally, an audit performed by TJX’s
payment-card processing partners found that it was noncompliant with 9 of the 12 requirements for secure
payment card transactions. TJX’s core information security policies were found to be so ineffective that the
judge presiding over sentencing hearing of Gonzalez reviewed them to determine whether TJX’s damages
claim against him of $171 million is valid.
Apart from lawsuits, TJX faced a serious backlash from customers and the media when the details of the
scope of the breaches trickled out. Customers reacted angrily when they learned that nearly six weeks had
passed between the discovery of the breach and its notification to the public. News organizations ran
headline stories that painted a picture of TJX as a clueless and uncaring company. Consumer organizations
openly warned people not to shop at TJX stores. TJX’s reputation and brand.
NTC/362 Week 3
OSI Model, Switching Systems, Network Channel Processors, and Media
1 Write a 200- to 300-word response to the following:
Supporting Activities: Introduction to Network Channels, Processors, and Media
•What are the advantages and disadvantages of network processors, such as hubs, switches, routers, and gateways?
•What are the three main types of network media?
•What is their performance in terms of reliability, speed capabilities, and nominal distance for reliable spans?
2 Write a 200- to 300-word response to the following
Supporting Activity: Introduction to Circuit Switching
• •What are the basic concepts of circuit switching?
•What are the advantages and disadvantages of circuit switching?
3 Write a 200- to 300-word response to the following:
Supporting Activity: Introduction to Packet Switching
•What is a packet? What is packet switching?
•How would you explain the concept of packet switching?
•What are the advantages and disadvantages of packet switching over circuit switching?
4Write a 200- to 300-word response to the following:
NTC/362
Week
3
OSI Model, Switching Systems, Network Channel Processors, and
Media
1
Write
a 200
-
to 300
-
word response to the following:
Supporting Activities:
Introduction to Network Channels, Processors, and Media
•
What are the advantages and disadvantages o
f network processors, such as hubs, switches,
routers, and gateways?
•What are the three main types of network media?
•What is their performance in terms of reliability, speed capabilities, and nominal distance for
reliable spans?
2
Write
a 200
-
to 300
-
word response to the following
Supporting Activity:
Introduction to Circuit Switching
•
•What are the basic concepts of circuit switching?
•What are the advantages and disadvantages of circuit switching?
3
Write
a 200
-
to 300
-
word response to the following:
Supporting Activity:
Introduction to Packet Switching
•What is a packet? What is packet switching?
•How would you explain the concept of pa
cket switching?
•What are the advantages and disadvantages of packet switching over circuit switching?
4
Write
a 200
-
to 300
-
word response to the f
ollowing:
NTC/362 Week 3
OSI Model, Switching Systems, Network Channel Processors, and
Media
1 Write a 200- to 300-word response to the following:
Supporting Activities: Introduction to Network Channels, Processors, and Media
•What are the advantages and disadvantages of network processors, such as hubs, switches,
routers, and gateways?
•What are the three main types of network media?
•What is their performance in terms of reliability, speed capabilities, and nominal distance for
reliable spans?
2 Write a 200- to 300-word response to the following
Supporting Activity: Introduction to Circuit Switching
• •What are the basic concepts of circuit switching?
•What are the advantages and disadvantages of circuit switching?
3 Write a 200- to 300-word response to the follo.
NT2580 Week 4 Hardening a NetworkAnalysis 4.2Availability, In.docxhenrymartin15260
NT2580: Week 4 Hardening a Network
Analysis 4.2
Availability, Integrity, or Confidentiality (A-I-C)
Instructions:
Given the network security applications and countermeasures in the first column of the table below, explore answers to the following questions:
· Where does the countermeasure belong in the seven domains of a typical IT infrastructure?
· What CIA functions does the countermeasure provide?
Provide your answers in the table below.
Network Security Applications and Countermeasures
Domains
CIA Function
Ethical hacker
Intrusion detection system/intrusion prevention system (IDS/IPS)
Access controls
Failover server
Automatic updates
Cryptography
Data backups
Logon rights
Computer cluster
Firewalls
Proxies
Antivirus scanners
As a reminder, the seven domains of a typical IT infrastructure include the following domains:
1. User Domain: Actual users
1. Workstation Domain: Workstations, laptops, and end-point devices, such as smartphones and printers
1. LAN Domain: Physical and logical LAN technologies—100 Mbps/1000 Mbps switched Ethernet, 802.11-family of wireless LAN technologies—used to support workstation connectivity to the organization’s network infrastructure
1. LAN-to-WAN Domain: Routers, firewalls, demilitarized zones (DMZs), and IDS/IPS
1. WAN Domain: Routers, circuits, switches, firewalls, gateways, and equivalent gear at remote locations, sometimes under a managed service offering by the service provider
1. Remote access Domain: Virtual private networks (VPNs), laptops with VPN software, and secured socket layer/VPN (SSL/VPN) tunnels
1. System/Application Domain: Hardware, operating system software, database software, client/server applications, and data that are typically housed in the organization’s data center and computer rooms
Representation of the Seven Domains of a Typical IT Infrastructure
1
.
NTNU, May 2009 ntnu.nocbm 1 LEARNING AND MEMORY .docxhenrymartin15260
NTNU, May 2009 ntnu.no/cb
m
1
LEARNING AND MEMORY
- Cellular and molecular mechanisms
Øyvind Høydal
NTNU, May 2009 ntnu.no/cb
m
2
What is learning and memory?
Learning can be defined as acquisition of new
knowledge or skills and/or changes in behaviour as
a result of experience.
Memory refers to the storage and retrieval of
learned knowledge, skills or behaviours.
NTNU, May 2009 ntnu.no/cb
m
3
NTNU, May 2009 ntnu.no/cb
m
4
Information and skills are stored within the networks
of neurons in the brain.
When we learn, changes take place that alters the way
neurons communicate with eachother.
Can you guess what changes take place?
NTNU, May 2009 ntnu.no/cb
m
5
Cellular plasticity in learning
and memory
The efficacy of signalling between neurons are altered.
New synapses form
New neurons?
NTNU, May 2009 ntnu.no/cb
m
6
Aplysia californica as a model system for
cellular learning and memory
Studying cellular mechanisms for learning and memory in the mammalian
brain is a formidable challenge due to the enormous number of neurons and
the complexity of synaptic connections.
Aplysia californica is an advantagous model organism because:
- Neurons are quite few (20 000) and can be identified in the circuit.
- Neurons are rather big, making them readily accessable
for in vivo intracellular recordings
NTNU, May 2009 ntnu.no/cb
m
7
The gill-siphon reflex in aplysia offers a great
opportunity to link changes in neurons and
synapses with a behavioral output.
When a mechanical stimulus
is applied to the siphon, the
slug responds by withdrawing
its gill.
NTNU, May 2009 ntnu.no/cb
m
8
Gill-siphon-withdrawal reflex
S
M
Tactile
NTNU, May 2009 ntnu.no/cb
m
9
The synapse and some common forms of short-
term synaptic plasticity
Synaptic facilitation: rapid increase in synaptic strength when two APs arrive at the axon terminal
within a short interval of time. Increased Ca+ -influx causes more transmitter substance to be
released.
Synaptic depression: neurotransmitter release decline with sustained stimulation. A possible
mechanism might be depletion of neurotransmitter-containing vesicles in the presynaptic neuron.
Augementation (acts over seconds) and potentation (post-tetanic, acts over minutes) are other forms
of short-term plasticity that enhance transmitter release due to prolonged and increased Ca+ levels.
NMDA
AMPA
AMPA
Na+
AP
Ca+ Ca+ Ca
+
Na+
Na+
NTNU, May 2009 ntnu.no/cb
m
10
Habituation in Aplysia
Habituation: reduced response to a stimulus that is neither harmful nor
beneficial.
In Aplysia: if the siphon is touched repeatedly, the snail will eventually stop
withdrawing its gill.
The response in the sensory neuron is mostly unchanged, so the habituating
effect on behaviour is likely to be mediated by a.
Title:
How FBI's Dylann Roof gun snafu hurts Obama's gun control agenda.
Authors:
Patrik Jonsson Staff writer
President Obama pushed Americans to call for stricter gun controls in the wake of the June 17 Charleston church massacre, complaining that the admitted killer, Dylann Roof, "had no trouble getting his hands on a gun."
What the President likely didn't know when he made those comments is this: It wasn't a lack of gun controls, but a bureaucratic failure, that led to Roof obtaining the gun legally, due, it turns out, on a senior FBI document examiner's unfamiliarity with South Carolina geography.
As such, details revealed Friday in the Dylann Roof case add to the complexity of the President's earlier call for a "greater sense of urgency" on gun safety, as FBI Director James Comey said Friday that the agency "felt sick" about its role in the Charleston tragedy – specifically, a failure to spot a drug charge that would have disqualified Roof from buying a gun on April 11.
According to Mr. Comey, a senior examiner started working on Roof's application on April 13, digging into the details of a drug arrest from earlier this year, which had the potential for disqualifying the application. But, being unfamiliar with South Carolina geography, she contacted the wrong law enforcement jurisdiction, which said it had no details on the arrest. A federal law allows the FBI three days to do a background check before either approving it or giving gun stores the discretion to sell the gun anyway.
By the end of that week, Roof had his murder weapon in hand.
For some commentators, the question now is whether a new focus on background checks and the FBI's admission that it flubbed Roof's application will affect public opinion over gun controls in an era where a recent government study found that the number of active shooter incidents rose from an average of 6.4 situations a year in 2007 to an average of 16.4 incidents in 2013.
The role of the government in preventing such tragedies is at the heart of the debate, which is deeply intertwined with America's long-running and complicated relationship with firearms ownership as guaranteed by the US Constitution.
At the same time, the "revving up of presidential campaigns for 2016 [have] increased the hostility" around the gun control debate, writes Aileen Graef for Sinclair Broadcast Group, which owns 162 TV stations in the US.
After a comprehensive gun safety bill failed to pass Congress following the Sandy Hook school massacre in late 2012, support for new gun controls has waned. Polls show only 47 percent of Americans now favoring stricter gun controls. There's other evidence that the US public has little appetite for new gun strictures. After all, 90 percent of NRA-backed candidates won their races in Election 2014.
And while the Charleston massacre forced South Carolina to reconsider its sanctioning of the Confederate battle flag, which Roof had posed with in photos and which t ...
Running head GUN CONTROL1GUN CONTROL16RESEARCH PR.docxcowinhelen
Running head: GUN CONTROL
1
GUN CONTROL
16
RESEARCH PROPOSAL
Do Gun Control Laws Reduce Incidence of Murder and Other Violent Crimes?
Prepared and Submitted
by
.Robert Stevens, MPA
Class Name
INTRODUCTION
On June 26, 2008, the United States Supreme Court affirmed a Court of Appeals decision overturning the Washington D.C. ban on firearms. Over the last several decades, there have been numerous arguments to the effectiveness of gun control bans and gun regulations. The purpose of this study is to add to this debate. This study will conduct a quantitative analysis of murder and other violent crime statistics from the Federal Bureau of Investigation, Uniform Crime Reporting Program and compare those crime rates for a sixty year period. By analyzing the data, the author seeks to identify the true effectiveness of the District of Columbia’s Firearms Control and Regulations Act of 1975.
There has been a long standing debate among citizens, politicians, special interest groups and law enforcement as to the need for and success of strict gun control legislation. There have been numerous studies conducted by various groups on the subject of gun control and/or strict regulation. The two highest profile groups in the debate are the National Rifle Association and the Brady Center and its affiliate, the Center to Prevent Handgun Violence. The Justice Department estimates that as many as 275 million guns are in the United States (Mears, 2010).
The NRA argues that the Second Amendment of the U.S. Constitution guarantees individuals the right to own and carry guns. They are concerned that federal regulations will continue to increase until owning a handgun will be difficult to achieve, infringing on their Constitutional rights. They also argue that if law-abiding citizens have guns, they are safer from criminals, bringing crime rates down. The Brady Center, on the other hand, argues that the Second Amendment of the U.S. Constitution does not guarantee individuals the right to own and carry guns. Further, they argue that when more people have guns, deaths and injuries from guns increase (Adams, 2010).
According to the National Institute of Justice (NIJ), in 2005, 11,346 people were killed by firearms and 477,040 people were the victim of a firearms related crime. The NIJ also reported that in 2006, firearms were used in 68 percent of murders. Handguns are the primary firearm used in firearm related murders in the United States (National Institute of Justice, 2010). NIJ data shows that homicides committed with firearms peaked in 1993 at 17,075, and afterwards the figures steadily fell, leveling off in 1999 at 10,117 but since 2002 gun-related homicides have increased slightly each year (National Institute of Justice, 2010).
In January of 2009, the American Rifleman (an NRA publication) published an article FBI Crime Report is Bad News for Anti-Gunners. The publication cited FBI crime statistics for 2007, that showed the nation's violent ...
NT2580 Week 1 Understanding IT Infrastructure Security An.docxhenrymartin15260
NT2580: Week 1 Understanding IT Infrastructure Security
Analysis 1.1
Case Study
1
In March 2010, 28 year-old Albert Gonzalez was sentenced to 20 years in federal prison for breaching
security measures at several well-known retailers and stealing millions of credit card numbers, which he then
resold across a variety of shadow “carding” Web sites. Using a fairly simple packet sniffer, Gonzalez was able
to steal payment card transaction data in real time, which he then parked on blind servers in places such as
Latvia and Ukraine—countries formerly part of the Soviet Union. Gonzalez named his activities “Operation
Get Rich or Die Tryin'” and lived a lavish lifestyle by selling stolen credit card information. He was eventually
tracked down by the U.S. Secret Service, which was investigating the stolen card ring. Operation Get Rich or
Die Tryin' took place for more than two years and cost major retailers, such as TJX, OfficeMax, Barnes &
Noble, Heartland, and Hannaford, more than $200 million in losses and recovery costs. It is the largest
computer crime case ever prosecuted.
At first glance, Operation Get Rich or Die Tryin' seems to be an open-and-shut case. A hacker commits a
series of cybercrimes, is caught, and is successfully prosecuted. Fault and blame are assigned to the
cybercriminal, and justice is served for the corporations and the millions of people whose credit card
information was compromised.
Unless you ask the shareholders, banking partners, and some customers of TJX, who filed a series of class-
action lawsuits against the company claiming that the “high-level deficiencies” in its security practices make it
at least partially responsible for the damages caused by Albert Gonzalez and his accomplices. The lawsuits
point out, for example, that the packet sniffer Gonzalez attached to the TJX network went unnoticed for more
than seven months. Court documents also indicate that TJX failed to notice more than 80 GB of stored data
being transferred from its servers using TJX’s own high-speed network. Finally, an audit performed by TJX’s
payment-card processing partners found that it was noncompliant with 9 of the 12 requirements for secure
payment card transactions. TJX’s core information security policies were found to be so ineffective that the
judge presiding over sentencing hearing of Gonzalez reviewed them to determine whether TJX’s damages
claim against him of $171 million is valid.
Apart from lawsuits, TJX faced a serious backlash from customers and the media when the details of the
scope of the breaches trickled out. Customers reacted angrily when they learned that nearly six weeks had
passed between the discovery of the breach and its notification to the public. News organizations ran
headline stories that painted a picture of TJX as a clueless and uncaring company. Consumer organizations
openly warned people not to shop at TJX stores. TJX’s reputation and brand.
NTC/362 Week 3
OSI Model, Switching Systems, Network Channel Processors, and Media
1 Write a 200- to 300-word response to the following:
Supporting Activities: Introduction to Network Channels, Processors, and Media
•What are the advantages and disadvantages of network processors, such as hubs, switches, routers, and gateways?
•What are the three main types of network media?
•What is their performance in terms of reliability, speed capabilities, and nominal distance for reliable spans?
2 Write a 200- to 300-word response to the following
Supporting Activity: Introduction to Circuit Switching
• •What are the basic concepts of circuit switching?
•What are the advantages and disadvantages of circuit switching?
3 Write a 200- to 300-word response to the following:
Supporting Activity: Introduction to Packet Switching
•What is a packet? What is packet switching?
•How would you explain the concept of packet switching?
•What are the advantages and disadvantages of packet switching over circuit switching?
4Write a 200- to 300-word response to the following:
NTC/362
Week
3
OSI Model, Switching Systems, Network Channel Processors, and
Media
1
Write
a 200
-
to 300
-
word response to the following:
Supporting Activities:
Introduction to Network Channels, Processors, and Media
•
What are the advantages and disadvantages o
f network processors, such as hubs, switches,
routers, and gateways?
•What are the three main types of network media?
•What is their performance in terms of reliability, speed capabilities, and nominal distance for
reliable spans?
2
Write
a 200
-
to 300
-
word response to the following
Supporting Activity:
Introduction to Circuit Switching
•
•What are the basic concepts of circuit switching?
•What are the advantages and disadvantages of circuit switching?
3
Write
a 200
-
to 300
-
word response to the following:
Supporting Activity:
Introduction to Packet Switching
•What is a packet? What is packet switching?
•How would you explain the concept of pa
cket switching?
•What are the advantages and disadvantages of packet switching over circuit switching?
4
Write
a 200
-
to 300
-
word response to the f
ollowing:
NTC/362 Week 3
OSI Model, Switching Systems, Network Channel Processors, and
Media
1 Write a 200- to 300-word response to the following:
Supporting Activities: Introduction to Network Channels, Processors, and Media
•What are the advantages and disadvantages of network processors, such as hubs, switches,
routers, and gateways?
•What are the three main types of network media?
•What is their performance in terms of reliability, speed capabilities, and nominal distance for
reliable spans?
2 Write a 200- to 300-word response to the following
Supporting Activity: Introduction to Circuit Switching
• •What are the basic concepts of circuit switching?
•What are the advantages and disadvantages of circuit switching?
3 Write a 200- to 300-word response to the follo.
NT2580 Week 4 Hardening a NetworkAnalysis 4.2Availability, In.docxhenrymartin15260
NT2580: Week 4 Hardening a Network
Analysis 4.2
Availability, Integrity, or Confidentiality (A-I-C)
Instructions:
Given the network security applications and countermeasures in the first column of the table below, explore answers to the following questions:
· Where does the countermeasure belong in the seven domains of a typical IT infrastructure?
· What CIA functions does the countermeasure provide?
Provide your answers in the table below.
Network Security Applications and Countermeasures
Domains
CIA Function
Ethical hacker
Intrusion detection system/intrusion prevention system (IDS/IPS)
Access controls
Failover server
Automatic updates
Cryptography
Data backups
Logon rights
Computer cluster
Firewalls
Proxies
Antivirus scanners
As a reminder, the seven domains of a typical IT infrastructure include the following domains:
1. User Domain: Actual users
1. Workstation Domain: Workstations, laptops, and end-point devices, such as smartphones and printers
1. LAN Domain: Physical and logical LAN technologies—100 Mbps/1000 Mbps switched Ethernet, 802.11-family of wireless LAN technologies—used to support workstation connectivity to the organization’s network infrastructure
1. LAN-to-WAN Domain: Routers, firewalls, demilitarized zones (DMZs), and IDS/IPS
1. WAN Domain: Routers, circuits, switches, firewalls, gateways, and equivalent gear at remote locations, sometimes under a managed service offering by the service provider
1. Remote access Domain: Virtual private networks (VPNs), laptops with VPN software, and secured socket layer/VPN (SSL/VPN) tunnels
1. System/Application Domain: Hardware, operating system software, database software, client/server applications, and data that are typically housed in the organization’s data center and computer rooms
Representation of the Seven Domains of a Typical IT Infrastructure
1
.
NTNU, May 2009 ntnu.nocbm 1 LEARNING AND MEMORY .docxhenrymartin15260
NTNU, May 2009 ntnu.no/cb
m
1
LEARNING AND MEMORY
- Cellular and molecular mechanisms
Øyvind Høydal
NTNU, May 2009 ntnu.no/cb
m
2
What is learning and memory?
Learning can be defined as acquisition of new
knowledge or skills and/or changes in behaviour as
a result of experience.
Memory refers to the storage and retrieval of
learned knowledge, skills or behaviours.
NTNU, May 2009 ntnu.no/cb
m
3
NTNU, May 2009 ntnu.no/cb
m
4
Information and skills are stored within the networks
of neurons in the brain.
When we learn, changes take place that alters the way
neurons communicate with eachother.
Can you guess what changes take place?
NTNU, May 2009 ntnu.no/cb
m
5
Cellular plasticity in learning
and memory
The efficacy of signalling between neurons are altered.
New synapses form
New neurons?
NTNU, May 2009 ntnu.no/cb
m
6
Aplysia californica as a model system for
cellular learning and memory
Studying cellular mechanisms for learning and memory in the mammalian
brain is a formidable challenge due to the enormous number of neurons and
the complexity of synaptic connections.
Aplysia californica is an advantagous model organism because:
- Neurons are quite few (20 000) and can be identified in the circuit.
- Neurons are rather big, making them readily accessable
for in vivo intracellular recordings
NTNU, May 2009 ntnu.no/cb
m
7
The gill-siphon reflex in aplysia offers a great
opportunity to link changes in neurons and
synapses with a behavioral output.
When a mechanical stimulus
is applied to the siphon, the
slug responds by withdrawing
its gill.
NTNU, May 2009 ntnu.no/cb
m
8
Gill-siphon-withdrawal reflex
S
M
Tactile
NTNU, May 2009 ntnu.no/cb
m
9
The synapse and some common forms of short-
term synaptic plasticity
Synaptic facilitation: rapid increase in synaptic strength when two APs arrive at the axon terminal
within a short interval of time. Increased Ca+ -influx causes more transmitter substance to be
released.
Synaptic depression: neurotransmitter release decline with sustained stimulation. A possible
mechanism might be depletion of neurotransmitter-containing vesicles in the presynaptic neuron.
Augementation (acts over seconds) and potentation (post-tetanic, acts over minutes) are other forms
of short-term plasticity that enhance transmitter release due to prolonged and increased Ca+ levels.
NMDA
AMPA
AMPA
Na+
AP
Ca+ Ca+ Ca
+
Na+
Na+
NTNU, May 2009 ntnu.no/cb
m
10
Habituation in Aplysia
Habituation: reduced response to a stimulus that is neither harmful nor
beneficial.
In Aplysia: if the siphon is touched repeatedly, the snail will eventually stop
withdrawing its gill.
The response in the sensory neuron is mostly unchanged, so the habituating
effect on behaviour is likely to be mediated by a.
nowHow to be Army StrongI was 18 years old when I saw my fa.docxhenrymartin15260
now
How to be Army Strong
I was 18 years old when I saw my favorite uncle in his uniform. I could see how much respect he got and how strong of a man he was and I wanted that for myself. I asked him how could I become strong like he was. He said to me, it’s not going to be an easy job. I would have to leave my family, friends and everything behind to fight for my country Saudi Arabia.
The first thing I needed was talk with a recruiter. He tried to make me see how difficult this walk was going to be. I believed the hard work would make me strong just like my uncle. We started off with a whole lot of questions. I filled out many different types of paperwork. The paper work included: criminal background checks, medical history, family history, and job history. I had to take a test to see if I was smart enough for the army. I think it was similar to the test soldiers take in America. It asked questions from basic mechanics, computers, cooking, and all general studies. Its purpose was to find out what job I could choose. I passed the test and then I was able to pick a job. I had my pick of a lot of different jobs but I chose to be a machine gunner. Then, after I chose my job, I signed my contract. After that, I was told to come back in two weeks for a drug test and medical test to see if I was fit for the Army. I had to do psychological testing and the doctor checked everything on my body I received my stamp and it was on to basic training.
The second step in becoming Army strong is going to basic training. There are three phases to go through. I arrived to the training camp called Reception. At Reception I received all of my equipment and clothing. I was assigned to the company where I would learn all about being a soldier. The first day I received a haircut and was taught how to properly exercise and gain strength of my body by doing Physical Training. I started learning how to run long distances and how to breathe the right way so I would not get too tired. I did not enjoy ring but I had to do it. After that I issued a M16 Assault Rifle. I took training classes on how to clean, fix and shoot. The next step was learning about the history of the Army and all the things it takes to make up a true soldier. I went through many field exercises where I learned about teamwork. The men were like brothers; we helped each other like a family I participated in rappelling, nuclear biological defense and weapons training. The next step was learning drill, which is how I am supposed to present my self in parades, when we march and at funerals. After that we learned tactics and techniques to stay alive. Then I learned medical training. I had to learn CPR, Heimlich maneuver, wound care and many other forms of medical procedures. The next stage I learned was radio communication. Radio communication is how I can communicate with other soldiers on a mission in the field. Then I learned combat fighting. I used bayonets, padded sticks and hand and hand comba.
NR-351 Transitions in Professional NursingWebsite Evaluation T.docxhenrymartin15260
NR-351: Transitions in Professional Nursing
Website Evaluation Template
Student Name:Date:
Directions:
1. Carefully read the Website Evaluation Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment.
2. Rename this document by clicking “Save As.” Change the file name so it reads Your Last Name Website Evaluation.docx. For example, if your last name is Smith, type “Smith Website Evaluation.docx”.
3. Save the document in a file format compatible with Microsoft Word 2010 or later.
4. Type your name and date at the top of this template.
5. Type your answers directly on the saved and renamed template. Follow all instructions. Save frequently to prevent loss of your work.
6. Submit to the Dropbox by the end of Week 6, Sunday at 11:59 p.m. MT.
7. Post questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail questions to your instructor.
Item instructions:
Type your answers below:
General Information:
State the search engine used to locate the website and the URL of the homepage of the selected website.
URL must link to homepage when copied or clicked.
Authority:
Describe the reasons this website would be considered a reliable resource for information on the topic. Include contact information (group name, address, and phone number).
Information:
Describe information presented on the website including all of the main headings of the site. Describe accuracy and thoroughness of information and how you made this determination.
Objectivity:
Explain how content does or does not represent bias based on advertising and sponsorship.
Ease of Navigation:
Discuss the ease of use of this website for healthcare professionals and for lay persons. Differentiate the ease of navigation for each of these two groups.
Usefulness:
Describe how useful the information on this website is for healthcare professionals and for lay persons. Differentiate usefulness for each of these two groups.
Website Evaluation Template.docx Revised 2/9/2013 cjm
1
Website Evaluation GuidelinesPurpose
The purpose of this assignment is to allow the learner to demonstrate effective strategies for evaluation of credible scholarly websites. Course Outcomes
This assignment enables the student to meet the following course outcomes.
1. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
2. Use leadership strategies that promote quality nursing practice and increase collaboration with other disciplines when planning comprehensive care for individuals and groups. (PO #2)
4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
6. Relate application of the legal and ethical requirements of nursing laws and standards to interactions with faculty, peers, and.
Ntc 362 Week 2, Integrative Network Design Project , Part 1By Alucard1990 | Studymode.com
Kudler Fine Foods Network Overview
Name
University of Phoenix
NTC 362
Date
Instructor
Upon reviewing Kudler Fine Food network, it has been determined that a major network overhaul will need to be conducted to make sure that Kudler is brought up to speed with the latest technology. This is very important because if Kudler is unable to keep up with the technological advances then the company will fall behind. Making sure that Kudler is not only able to keep up with the advances with network systems it is also important to install the proper systems so that no money is wasted. What is meant by this is that if the improper systems and storage units are installed to only handle data over the next year this is only going to force Kudler to spend more money in upgrades in the future. This is why it is vital to install the proper systems that will provide room for future network expansion without having to waste money on unnecessary upgrades. The following is a list of problem areas with the Kudler network: • 56K modems provide slow connections speeds
• Host systems at all site running Window 98 – over 10 years old • Windows NT servers are at the Delmar and Lajolla sites – over 10 years old. • The XLS servers at the Delmar and Lajolla sites are running Office 97 – over 15 years old. • The Novell Servers at the Delmar and Lajolla sites are running this was released in 1994. – over almost 20 years old. • All sites have a stand lone ups system that will need upgraded to provide a redundant power supply to support new systems.
One of the first things that were noticed was that fact that all of the sites are still running 56k modems. This is an old technology and is only hindering the speed between each site. Having the proper connection speed is vital to provide real time updates not only for the profits made each day, but providing the inventory updates on the products that are sold so that those items can be restocked without waiting. These modems will be removed to make the way for the new wide area network and within each site there will be a wireless local area network. The WAN will link all of the site networks together which will in turn boost the network speed and the way employees communicate. The communication aspect of the new network will incorporate a VoIP system and will be managed at one central location. “The great thing about VoIP is that it taps additional value from the already existing infrastructure without additional costs” This will provide the highest quality of phone network will saving on the cost of out phone services.
Another issue that issue that is hindering the speed and efficiency on the network is the fact that all the host systems being used within all the sites are Windows 98. These systems are well over ten years old and a.
NTHEMIND OF GREATCOMPANIESBy Scott BlanchardThe.docxhenrymartin15260
NTHE
MIND OF GREAT
COMPANIES?
By Scott Blanchard
T
he old saying, "money isn't
everything," rings hollow in
today's business world.
where rninute-by-minute
stock quotes scroll across
our computer monitors, and
careers are won or lost based
on Wall Street's analysis of a
company's perforniance. Throw in giob-
al competition, outdated products and
services, increased costs, corporate silos
and other business challenges, and it's
no wonder that tnatiy of today's compa-
nies focus solely on their bottom line,
ofteti at the expense of customer service
and employee satisfaction.
It need not be this way. Great compa
nies focus on more than one bottom
line when gauging their perforniance.
Ttiey choose to be not only the invest-
ment of choice, but also the provider of
choice for their products or services, as
well as the employer of choice for work-
ers in their industry. By looking beyond
immediate, short term results and focus-
ing on strategies to make their compa-
nies successful for the long-term, they
recognize challenges sooner, identify
solutions more quickly and deliver re-
sults ahead of their competitors. In short,
they learn to lead at a higher level.
A clear warning sign that your busi-
ness is trapped in a short-term mindset
is the presence of an "either/or" philoso-
phy. Managers either believe they can
achieve profitability or they can develop
a great workplace, but not both. These
leaders don't always take morale and job
satisfaction into consideration. Their
focus is only their financial bottom line.
From there, it's a short leap to the false
notion tlrat making money is the sole
reason to be in business.
A NEW APPROACH
Contrary to the either/or philosophy,
leading at a higher level requires man-
agers to embrace a "both/and" approach.
In great companies, the development of
people is of equal importance to finan-
cial performance. As a result, the focus
is on long-term results and human satis-
faction. Accordingly, great companies
begin by both creating and nurturing a
vision of the future, and then measuring
progress against that vision.
There are three questions to ask,
which represent the main components
of a corporate vision. By focusing on
these questions, companies are more
likely to ensure they don't lose sight of
their path to success. They are:
• What business are you in? This will
help you identify your company's signif-
icant purpose.
• What will the future look like if you
are successful?
• What guides your behavior and deci-
sions on a daily basis? This will help
you identify clear values.
Great companies keep al! three of
these ideas clearly in mind and make
necessary course corrections when they
realize they are off track.
The next step is to create a corporate
culture that both reflects and reinforces
the corporate vision. The culture con-
sists of the values, attitudes, beliefs,
behaviors and practices of the organiza-
tion's members. Culture is an organiza-
tion's personality, and it can help or hin-
.
nR E E 693 5T o c o m p l e t e th i s e x a m y o u n.docxhenrymartin15260
n
R E E 693 5
T o c o m p l e t e th i s e x a m y o u n e e d t o a n s w e r 8 q u e s t i o n l i s t e d b e lo w . T h e
f i r s t t w o q u e s t i o n s a r e t o b e a n s w e r e d i n E x c e l u s i n g th e a s s o c ia t e d t a b s
i n c l u d e d o n t h e e x a m R E E 6935 t h a t i s p r o v i d e d t o y o u q u e s t i o n 3
- 8 a r e
t o b e a n s w e r e d o n a Wo r d D o c u m e n t i n t h e o r d e r i n w h ic h t h e y a p p e a r .
D u e A p r i l 28 , 2015 .
1. ) (9 P o i n t s ) U s i n g t h e d a t a p r o v i d e d t o y o u i n t h e P r o b l e m 1 t a b ,
c a lc u la t e t h e r e q u e s t e d v a l u e s a n d i n c l u d e y o u r a n s w e r i n th e i r
r e s p e c t i v e c e l ls h i gh l ig h t e d i n y e l lo w .
2 . ) (10 P o i n t ) T h e t a b la b e l e d P r o b l e m 2 i n c l u d e s m o n t h ly p r i c e d a t a o n
th e SA P 500 (SPY ) a s w e l l a s o n K B H o m e (K B H , a r e a l e s t a t e
d e v e lo p m e n t c o m p a n y ) a n d o n H o m e P r o p e r t i e s I n c . (H M E , a n d e q u i t y
R E I T s p e c ia l i z e s i n a p a r tm e n t r e n t a ls ) . U s i n g r e g r e s s i o n c a l c u l a t e t h e
B e t a o f e a c h o f t h e s e 2 r e a l e s t a t e c o m p a n ie s f o r t h e f u l l t im e p e r i o d
p r o v id e d t o y o u .
a . D is p l a y y o u r c a l c u l a t e d B e t a s i n t h e c e ll s h i g h l igh t e d i n y e l l o w .
Y o u m a y i n c l u d e y o u r f u l l r e g r e s s i o n r e s u l t s i n t w o o th e r s e p a r a t e
t a b s
b . W h i c h c o m p a n y h a s a h i g h e r B e t a ? I n o n e t o tw o s e n t e n c e s
e x p l a i n w h y y o u d id o r d i d n
'
t e x p e c t t h a t c o m p a n y t o b e
a s s o c ia t e d w i t h a h ig h e r B e t a .
3 . (10 P o i n t s ) P l e a s e r e f e r t o t h e p a p e r t it l e d O n t h e R e la t i o n b e t w e e n
L o c a l A m e n i t ie s a n d H o u s i n g P r ic e C h a n g e s
"
p r o v i d e d t o y o u w i t h t h i s
e x a m a n d a n s w e r t h e f o l lo w i n g q u e s t io n s .
a . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m F ig u r e 2 ? A r e t h e s e
r e s u l t s e x p e c t e d ? Wh y ?
b . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m f i g u r e 4? A r e t h e s e r e s u l t s
e x p e c t e d ? W hy ?
c . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m t h e r e g r e s s i o n r e s u l t s
p r e s e n t e d i n c o l u m n (4) o f t a b l e 4 . H o w t h e s e r e s u lt s a r e d if f e r e n t
f r o m t h e r e s u l t s p r e s e n t e d i n c o l u m n (2) o f t a b le 4?
d . B r i e f l y e x p l a i n w h a t w e c a n l e a r n f r o m t a b l e 6 t h a t w e d o n
'
t
a l r e a d y k n o w f r o m t h e r e s u l t s p r e s e n t e d i n t h e p r e v i o u s t a b l e s .
NEATPAGEINFO:id=C46A481D-C837-496A-BF88-1036B1B658D9
NEATPAGEINFO:id=1C69E900-548F-4525.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docxhenrymartin15260
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
n
s;
,e
il
rl
t.
lnterviewing is one HR function that
almost all managers are involved
with at some point. Here are some
tips for conducting interviews that
identify the best candidates:
. Be prepared-Make sure the
place where you interview is
accessible and comfortable
for you and the candidate.
Read the candidate's r6sum6
and other paperwork ahead
of time, to avoid asking for
information that has already
been provided. Prepare a list
of questions, as well as infor-
mation about the company's
history, culture, and other
details the candidate might be
interested in knowing.
t Put the applicant at ease- A
nervous or cautious job candi-
eate !'!':ay not show his or her
es. qua\itres. Express your
appreciation tor the candr-
date's time, and let the person
know you're glad to meet him
'';
i- i lr'
or her. Briefly explain what to
expect during the interview.
. Ask about past behaviors-
Talking about specific events
makes it harder for a candidate
to focus on guessing what the
interviewer wants to hear, and
the answers give clues about
what the candidate will do in
new situations. For examPle,
depending on the type of job,
you might ask, "Ptease telt
me about a time when you
received a customer comPlaint
and how you handled it," or
"This job involves tight dead-
lines; could you tell me about
a time when you faced a dif-
ficult deadtine?"
. Listen-fhe interview infor-
mation is only as good as the
interviewer's ability to gather
it. Let the candidate do most
oi \he ta\krng, and par; atten-
tion to what is being said and
not said. lf a candidate sounds
vague or too good to be true,
ask follow-up questions to
gather details.
. Take nofes-As much as you
can without distracting Your-
self or the candidate, jot down
notes to remind you of keY
points. Also schedule 5 or 10
minutes after each interview for
writing down your impressions.
r At the end of the interview,
make sure the candidate
knows what to expect next-
for example, a phone call or
additional interviews within
the next week.
Sources: U.S. Department of Com-
merce, Minority Business Development
Agency, "Tips on How to SuccessfullY
tnterview Job Candidates," November 17.
2009, raruw.mbda.gov; University o{ South
Carolina Division of.Human Resources,
"Tips on lnterviewing University Job
Applicants, " http://hr.sc.eoi.r, accesseo'
March 23,2010; and Dun & Bradstreet,
"How to Conduct an E{iective Emp\oyee
lnterview," Small Business
Solution
s,
http:l/smallbusiness.dnb.com, accessed
March 23,2010.
t-I
rl
i.
i.
s
.S
k
S
t
t
5
t
S
{
Preparing to lnterview
Organizations can reap the greatest benefits from intervierving if they prepare care-
fully. A well-planned intervierv should be standardized, comfortable for the partici-
pants, and focused on the job and the organization. The interviewer should have a
cluiet place in rvhich to conduct interviervs r.vithout interruption. This person should
be trained in how to ask objective questions, u'hat subject matter to avoid, a.
NR443 Guidelines for Caring for PopulationsMilestone 2 As.docxhenrymartin15260
NR443 Guidelines for Caring for Populations
Milestone 2: Assessment and Diagnosis
Purpose
The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.
Points
225 pointsDirections
This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.
· Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
· Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
· Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should be no more than one page.
· Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
· Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such as professional journal articles related to your problem.
· Summary: The summary paragraph of your paper should include a statement about the problem, the population at risk for this problem, and the major direct or indirect factors that contribute to this problem. This information should be no more than one or two paragraphs.
· Reference page: All references cited within the paper should be included on a separate References page.Guidelines
· Application: Use Microsoft Word 2010™ to create this assignment.
· Use the categories above as APA headings for the sections of your paper.
· Length: This paper is expected to be no more than four pages in length (not including the title pa.
NRB Dec’99 1WHITHER THE EMERGENCY MANAGER 1Neil R Bri.docxhenrymartin15260
NRB Dec’99 1
WHITHER THE EMERGENCY MANAGER? 1
Neil R Britton, PhD
Ministry of Emergency Management & Civil Defence
Wellington, NEW ZEALAND2
Introduction
The invitation to comment on Thomas E Drabek’s Human System Responses to
Disaster: An Inventory of Sociological Findings provides an opportunity to reflect on
the practice of emergency management and the evolving role of the emergency manager.
This focus is timely. The past decade has brought disaster into sharp relief for many;
several large-scale impacts have occurred; and disaster costs (in lives and property
damage) have escalated. The links between community growth, land-use management
practices and vulnerability have become more apparent. These issues have taken place at a
time when the clarion call is for smaller government and more fiscal constraint. This
combination is prompting questions, particularly from central government, about the
function and value of emergency management arrangements.
It is also appropriate to re-think the emergency manager’s role in contemporary society.
Much has changed in 10 years, ranging from the burgeoning of relevant information to the
need to develop integrated management programs for responders. This is leading to a re-
definition of the task-set and a re-evaluation of the emergency manager’s job parameters.
College-level programs and other knowledge-based accreditation courses are rapidly
becoming a prerequisite. These developments are enhancing the image of emergency
management and helping it progress to being a distinctive professional sector.
This essay uses Drabek’s 1986 publication Human System Responses to Disasters as a
vehicle to reflect on major developments influencing emergency management practice. It
begins by locating Human System Responses to Disasters within the disaster sociology
literature, and argues that the book makes two major contributions to disaster study. From
here, the focus of the essay shifts from Drabek’s work to identifying elements that
characterized emergency management practice at the time when Drabek wrote his text.
The essay moves on to look at some current issues pertaining to emergency management,
and leads into a discussion of where the practice might be heading in the coming decade.
A brief return to Human System Responses to Disasters completes the discussion.
1 Paper requested by the Editor, The International Journal of Mass Emergencies and Disasters.
Statements in this paper were first presented at a session of the International Research
Committee on Disasters (ISA Research Committee 39), at the 14th World Congress of
Sociology, Montreal (Quebec), Canada. 26 July - 1 August 1998. The session explored the
contribution of Thomas E Drabek’s textbook Human System Responses to Disaster: An
Inventory of Sociological Findings.
2 Neil Britton manages the Sector Development and Education unit in the Ministry of Emergency
Management & Civil Defence. The commen.
Now, its time to create that treasure map to hide the treasur.docxhenrymartin15260
Now, it's time to create that treasure map to hide the treasure from Ol' Red Coat's family.
Decide on which quadrilateral you will create. For this activity you may use a kite, trapezoid or a parallelogram (that is not a square, rhombus, or rectangle).
Graph the quadrilateral on a coordinate plane. You may print and use graph paper a drawing program such as GeoGebra. The four vertices of the quadrilateral will serve as four destinations on your map. One can be the starting point, the others can be clues along the way, and the last one will be where X marks the spot!
Find the length and slope of each side to justify the classification of your quadrilateral. For example, if your map was a square, your calculations would prove that all four sides are congruent, slopes of opposite sides are congruent, and slopes of adjacent sides are opposite reciprocals.
You need to create a set of directions so you can come back and find the treasure later. Your directions need to explain how to get from each destination on the map to the next one. Use the properties of quadrilaterals in your directions. At least three different quadrilateral properties must be used.
What does it mean to use properties of quadrilaterals in your directions? Here is an example: If your map is in the shape of a parallelogram, your opposite sides will have equal slopes. You could say that to get from Point A to Point B you travel up 3 units and right 2 units to the Palm Tree. From there you might travel East 5 units to Point C. From Point C, you would travel down 3 and left 2 units, where X marks the spot. This proves that the slopes of opposite sides are equal. Include two more properties in your directions. Don’t forget to finish the directions to return to the starting point. See example below.
Get creative and think of clever ways to use the different properties!
Create a key for your map. Show proof that following the directions will get you to the treasure. If one of the directions is to make a 90 degree turn, show how you can prove the turn from one side to another is 90 degrees.
If one of the directions is to travel the same distance as a previous side, use the distance formula to show the two distances are the same.
Submit the following to your instructor:
1. The treasure map on a coordinate plane
2. The length and slope of each side to justify the classification of your quadrilateral
3. The directions to finding the treasure: Include the explanation for how each direction represents a quadrilateral property. Be sure to include at least three properties.
*Note: Please submit the written portion of this assignment using a word processing document or by copying and pasting into the assignment box.
1.1 Elements of Inquiry Used to Study the Workplace
1.2 Methodology Used to Study the Workplace
1.3 The Impact of Paradigms and Trends
1.4 The Major Sociological Perspectives
1.5 The Paradigm Shift to Capitalism
1.6 The Progressive Era
1.7 The Gr.
NR361 Information Systems in HealthcareInterview with a Nursing.docxhenrymartin15260
NR361 Information Systems in Healthcare
Interview with a Nursing Information Expert:
Guidelines and Grading RubricPurpose
The purpose of this assignment is to
· Communicate your understanding of the importance of quality information in everyday nursing practice;
· Discuss the roles and responsibilities of a Nursing Information Expert; and
· Articulate how the professional nurse uses information or data in everyday practice to improve outcomes.Course Outcomes
This assignment enables the student to meet the following course outcomes.
CO #1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO #1)
CO #4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO #4)
CO #8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO #8)
Points
This assignment is worth a total of 250 points.
Due Date
This assignment, Interview with a Nursing Information Expert, is due at the end of Week 6. Submit your completed Interview, using the Interview Form, to the basket in the Dropbox by Sunday, 11:59 p.m. mountain time. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.
Directions
1. Download the NR361 Interview Form from Doc Sharing. It is found under the Week 6 Interview link.
2. Select your interviewee and schedule an interview. This individual must be a registered nurse. Job titles of RNs who may be considered include but, are not limited to, Nursing Clinical Information Manager; Super User, Director/Manger Clinical Education; Chief Information Officer; Quality Assurance or Performance Improvement Nurse; Nurse Informaticist; Telenursing Specialist; Nurse Abstractor; Case Manager; Compliance Nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor BEFORE you schedule the interview.
3. Review all questions (areas of inquiry) on the Interview Form located in Doc Sharing PRIOR to conducting the interview. You may print the form and take it with you to the interview.
4. Note that there are five (5) Required Questions to ask the RN.
5. Note that there are four (4) Optional Questions. You need to select only ONE of them to ask the RN.
6. Note that there are two (2) Follow-Up Questions that must be answered by YOU.
Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN’s role and responsibilities or make you more knowledgeable about GIGO, interprofessional communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewee is a Telenurse, you would want.
NR360 Information Systems in Healthcare Team Technology Pr.docxhenrymartin15260
NR360 Information Systems in Healthcare
Team Technology Presentation Guidelines and Grading Rubric
Revised: 01/26/2014, 07/09/2014 09/12/2014 DA
Objective
The purpose of this Team Technology Presentation is to provide students the opportunity to explore a technology used in the healthcare
system. The project requires students to work in a small team together in order to describe how this technology supports the patient care
experience through the use of information technology and information structures. Additionally, the student will explore the experience of
clear and concise communication skills, when interacting with peers, who may or may not be from the same geographical area, or campus as
they are. The final product and discussion/critique of this project is to be completed online with the class in Unit 8.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes:
CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1)
CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5)
CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements,
confidentiality, and client’s right to privacy. (PO 6)
CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO 8)
Guidelines
• This is a Team or Group project. You will be assigned to groups, and given a topic (According to class size—typically 3-5 students
will be in a group).
Please do not ask to change groups, etc. as the group will not be changed. As nurses, we need to be able to participate as a part of a
multidisciplinary team, no matter where we are located, and regardless of whether or not we are familiar with a particular individual!
All group members will receive the same grade for each deliverable, UNLESS it is determined that a group member has not been
participating in assigned portions of the project. This is why documentation and communication in the assigned Team discussion
threads is essential. EVERYONE must complete/sign the Team Charter Form and place it in your designated Group discussion
thread under “Team Collaboration” in Course Home.
1. Communicate with your team members in the “Team Collaboration” Area of your Course Home, located under Week 8.
NR360 Information Systems in Healthcare
Team Technology Presentation Guidelines and Grading Rubric
Revised: 01/26/2014, 07/09/2014 09/12/2014 DA
***You will use the Group Project Team Collaboration Threads in the Course home as a “meeting” or communication venue. Be
sure you are documenting in YOUR Team’s discussion area, identified by a color assigned to your team! This will also serve as
documentation/verification for group members should there be ins.
NR443 Guidelines for Caring for PopulationsMilestone 2 Assess.docxhenrymartin15260
NR443 Guidelines for Caring for Populations
Milestone 2: Assessment and Diagnosis
Purpose
The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO 1. Evaluate the planning of delivery of care to individuals, families, aggregates, and communities in a variety of healthcare settings based on theories and principles of nursing and related disciplines. (PO 1)
CO 2. Integrate clinical judgment in professional decision-making and implementation of the nursing process through analysis of community health nursing practice. (PO 4)
CO 7. Accept accountability for personal and professional development as part of the life-long learning process. (PO 5)
Due Date
Submit to the appropriate basket in the Dropbox by 11:59 p.m. MT Sunday of Week 4.
Points
225 pointsDirections
This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.
· Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
· Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
· Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should be no more than one page.
· Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
· Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such.
Nowak Aesthetics, was founded by Dr. Eugene Nowak in 1999, in Ch.docxhenrymartin15260
Nowak Aesthetics, was founded by Dr. Eugene Nowak in 1999, in Chula Vista, California; since then Nowak Aesthetic mission has been to serve residents throughout San Diego County for dermatological, cosmetic surgery and skin rejuvenation procedures.
Dr. Nowak it is a Board Certified Dermatologist; with one mission, to help their patients regain confidence in themselves and achieve desired look, not being an issue if is a dermatology or cosmetic procedure. To accomplish this, he has created his own formula in skin care products for patients with acne, and melisma conditions, also treats patients with eczema, birthmarks, psoriasis, sun spots caused by sun damage, which may cause cancer, rosacea, vitiligo or any other skin condition.
Dr. Nowak is conservative, and innovative on his cosmetics procedure. His mission it is to help patients to look better, and achieve their goals.
Overall he promotes, an exceptional customer service to each of his patients, assuring every patient gets an extraordinary experience at Nowak Aesthetics.
Nowak Aesthetics has 4 consecutive years, being in the top 5 in all San Diego County dermatologists
In Aesthetics Nowak received daily about 80 patients of whom 20% are medical consultations, the other 80% is basically cosmetic consultations or procedures. Each patient is offered a free skin analysis, regardless of the reason why we visit. Provides medical consultations for skin problems at very reasonable and affordable cost to patients who do not have medical insurance, I think these plans with the purpose of benefiting patients who do not have the resources to treat their skin problems; Nowak Aesthetics has a special program for the community, which donates baskets with products from Dr.Nowak’s skin care products, for schools in San Diego County, for the auctioned in their events and raise funds.
In addition to patients, visiting Nowak Aesthetics, for cosmetic consultations, first consultation is at no cost, given the opportunity to meet patients Nowak Aesthetics facilities, meet the staff, which always gets a smile every patient regardless of their financial status, and furthermore every cosmetic consultation, gives each patient a free evaluation with no obligation, concerning the service for which the patient visited Nowak Aesthetics.
Nowak Aesthetics has a protocol To receive each of our patients, in a personalized way. Every time you register a new patient was taking a photo, which is on file, on the other hand there is also a section in the patient's file where is written to any specification of the patient, what he likes, or do not like, as he prefers to be called, among other concerns. As patients continue to attend Nowak Aesthetics, certain patients are considered VIP patients. The reasons why a patient becomes VIP, may be, because they are people with positive attitude when they reach Aesthetics Nowak sees them as family, others may become VIP, because they are consistent in their cosmetic procedures, an.
NR305 Health Assessment Course Project Milestone #2 Nursing Di.docxhenrymartin15260
NR305 Health Assessment
Course Project Milestone #2: Nursing Diagnosis and Care Plan Form
Your Name: Date:
Your Instructor’s Name:
Directions: Refer to the Milestone 2: Nursing Diagnosis and Care plan guidelines and grading rubric found in Doc Sharing to complete the information below. This assignment is worth 250 points, with 10 points awarded for clarity of writing, which means the use of proper grammar, spelling and medical language.
Type your answers on this form. Click “Save as” and save the file with the assignment name and your last name, e.g., “NR305_Milestone2_Form_Smith” When you are finished, submit the form to the Milestone 2 Dropbox by the deadline indicated in your guidelines. Post questions in the Q&A Forum or contact your instructor if you have questions about this assignment.
1: Analyze Assessment Data:
Based on the health history information, identify the following:
A. Areas for focused assessment (30 points)
Provide a brief overview of those areas of strength and weakness noted from Milestone 1: Health History.
B. Client’s strengths (30 points)
Expand on areas identified as strengths related to the person's overall health. Support your conclusions with data from the textbook.
C. Areas of concern (30 points)
Expand on areas previously identified as abnormal and those that place the person at a health risk. Support your observations with data from the textbook.
D. Health teaching topics (30 points)
Identify health education needs. Support your statements with facts from the Health History and information from your textbook.
2: Nursing Care Plan
Next, plan your care based on your analysis of your assessment data:
A. Diagnosis (30 points)
Write one nursing diagnosis that reflects a priority need for this person. Remember a wellness diagnosis is a possibility.
B. Plan (30 points)
Write one goal and one measurable expected outcome related to your nursing diagnosis. Explain why this goal and outcome is a priority. Include cultural considerations for this client.
C. Intervention (30 points)
Write as many nursing orders or nursing interventions that you need in order to achieve the outcome. Provide the rationale for each intervention listed.
D. Evaluation (30 points)
You will not carry out your care plan so you cannot evaluate the effectiveness of your nursing interventions. Instead, comment on what you would look for in order to evaluate your effectiveness.
Milestone #2: Nursing Diagnosis and Care Plan Form 8-6-13 jm
2
NR 305 Health Assessment
Guidelines for Course Project Milestone 2:
Nursing Diagnosis and Care Plan AssignmentPurpose
This activity will be a continuation of the Milestone 1: Health History that you submitted in Week 4. In this part of the assignment you will take the information you gathered, analyze the data, and develop a nursing care plan.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #3: Utilize effective communication when performing a .
Nova Southeastern University H. Wayne Huizenga School of Busin.docxhenrymartin15260
Nova Southeastern University
H. Wayne Huizenga School
of Business & Entrepreneurship
Assignment for Course:
ISM 5150: IS Strategy & Data Management
Submitted to:
Dr. Arvind Gudi
Submitted by:
Team 8: Anas Hajji, Hamza Oulahrir, Said Liousri
Date of Submission: September 10, 2015
Title of Assignment: Group Case Report #1 (Case#3; Question #2)—ZipCar
CERTIFICATION OF AUTHORSHIP: I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have also cited any sources from which I used data, ideas or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course.
Student's Signature: Anas Hajji, Hamza Oulahrir, Said Liousri
*****************************************************************
Instructor's Grade on Assignment: Presentation + Report = 9 + 9 = 18/20 = 90%
Instructor's Comments: Please make sure the presentation slides are readable when printed!
Background:
Zipcar is a car rental company that uses a revolutionary automated system in which cars are rented by hours or days. The company tried to spread its cars in several locations to make it easy for the Zipcar ‘s customers to get their cars. Indeed, every car has a home location to which it must be returned. These locations are available on the Zipcar website. All cars are equipped with a patented wireless technology that enables communicating actual information about their availability to customers, and provides the company with useful information to monitor car security, fulfill reservations, and maintain mileage information. Zipcar business model does not rely on human contact, which is not the case for its competitors. In fact, Zipcar customers do not have to stand in queues and fill papers to rent their car as the traditional companies do. Customers also knew in advance the make and the model of the car they will rent. In addition to that, Zipcar rents cars 24/7 thanks to its unique IT platform, which is not the case for traditional car rental companies. The company also uses social networks by creating an online community of users so that they can share their experience. Zipcar is also trying to market its innovative technology to attract some institutions that could be interested to buy it such as competitors and government. Finally, the wireless technology is considered as the main core competency and competitive advantage of the Zipcar.
Analysis:
The main challenges that face the company concern its expansion nationally and globally. Scott Griffith (2011) claimed “We look at three key factors. The first is high population density, the second is a strong public transportation infrastructure, and the third is expensive and hard to find parking.” Therefore, the company has difficulties to expand in some areas where the traditional car rental companies are established. Based on our analysis, .
Now that you have examined two theories of crime and how they migh.docxhenrymartin15260
Now that you have examined two theories of crime and how they might explain any particular crime, it is time to examine how criminal justice responses to crime may be shaped by these theories. For this part of your course project, complete the following:
Discuss your first theory and how criminal justice responses may be formed based on the assumptions of this theory.
Discuss your second theory and how criminal justice responses may be formed based on the assumptions of this theory.
Examine any actual criminal justice responses that have been implemented based on the assumptions of these theories.
This assignment should be at least two 2-3 pages in length (adding to the final paper).
Use at least 3-5 scholarly sources that discuss a criminal justice response. These sources must be properly cited using APA format. Students should seek out peer-reviewed scholarly journal articles from LIRN to complete this assignment or explore the National Criminal Justice Reference Service for examples of how the criminal justice system has responded.
Abstract and conclusion
Abstract
This paper will be on two criminology theories; the positivist and the classical theory. These two theories will be discussed and how the criminal justice system responded towards the assumptions. It explains how certain crimes are looked at and also dealt with.
The commitment of various criminal activities attracts action from the criminal justice system. However, on many different occasions, the criminal justice system has been criticized for handling those who commit crime with great leniency and mercy. The only way that crime can be reduced and those who intend to commit crimes in future stopped is through institution of various reforms in the criminal justice system. Through two of the criminal theories, the criminal justice system can be reformed and help and guide on making adjustments in the theory (Siegel, 2012). The two theories are the positivist theory of criminology and the classical theory of criminology. The two could help enhance the responses of the criminal justice system in the following ways.
This theory of criminology holds on to the fact and aspect that the intelligence of an individual is a central factor and issue in committing various criminal activities. A low level of intelligence in individuals is believed to be at the center of engagement in various crimes. On the basis of this theory, the criminal justice system t can benefit in the following ways in enhancing to cases where individuals engage in criminal activities such as child abuse due to low levels of intelligence.
The criminal justice system should ensure that individuals who commit crimes that they are very well aware of and capable of preventing themselves from engaging in have a mental check up before they convict them and institute heavy penalties. There should be no mercy to an individual who commits a crime and the best way to penalize such individuals by the criminal justice.
November 21, 20131How a Diode WorksA diode is an electrica.docxhenrymartin15260
November 21, 2013
1
How a Diode Works
A diode is an electrical device allowing current to flow through in only one direction. The term “diode” is used if I ≤ 1 A. If I>1A, we use the term “rectifier,” although both terms are commonly considered interchangeable.
November 21, 2013
2
Theoretical Analysis of the Rectifier Circuit
Given the circuit below, R1=1.0 kΩ. Sketch theoretical waveforms for the input (CH-1) signal and the output (CH-2) signal when a 10 VPP 1.0 kHz sine wave is applied to the circuit. Predict the result.
November 21, 2013
3
Theoretical Analysis of the Rectifier Circuit- What should we observe (frequency? Amplitude?)
CH-1 (input signal):
(>>t=0:0.00001:6/2000; y=5*sin(2*pi*1000*t); plot(t,y), grid on)
What should be the output signal???
November 21, 2013
4
Simulation of the Rectifier Circuit – Record the Result
Adjust the settings
of the function generator
Accordingly
November 21, 2013
5
Construct the Rectifier Circuit – Record the Result
Compare the theoretical, simulation, and hardware circuit results and make your comments
November 21, 2013
6
Construct the Rectifier Circuit – the O-Scope Display
Hardware circuit oscilloscope display
November 21, 2013
7
Theoretical Analysis of the Filtered Rectifier Circuit
Given the circuit below, R1=1.0 kΩ, C1=10 uF. Sketch theoretical waveforms for the input (CH-1) signal and the output (CH-2) signal when a 10 VPP 1.0 kHz sine wave is applied to the circuit. Predict the result.
November 21, 2013
8
Theoretical Analysis of the Filtered Rectifier Circuit – Output Signal
Given input signal below, what should we observe at the output?
The diode is to change the AC to DC signal
The capacitor is to “smoothen” the DC signal
November 21, 2013
9
Simulation of the Filtered Rectifier Circuit – Record the Result
Adjust the settings
of the function generator
Accordingly
November 21, 2013
10
Construct the Filtered Rectifier Circuit – Record the Result
Compare the theoretical, simulation, and hardware circuit results and make your comments
November 21, 2013
11
Construct the Filtered Rectifier Circuit – O-Scope Display
Hardware circuit oscilloscope display (notice scale change for Channel 2 for better viewing of the output signal)
November 21, 2013
12
Voltage Regulation using Zener Diode – The Circuit
November 21, 2013
13
How a Zener Diode Works
Zener diodes are special diodes which work reverse-biased at breakdown - specific voltage (“Zener voltage”). They are designed to work continuously at that specific voltage - anywhere from 1.8 to 200 V.
November 21, 2013
14
How a Zener Diode Works – The Circuit Example
For the circuit below, the voltage across the Zener diode will be maintained at 10V.
November 21, 2013
15
Voltage Regulation using Zener Diode – MultiSim Simulation (Change Scale on Channel B to view signal more clearly)
Adjust the settings
of the function generator
Accordingly
November 21, 2013
16
Voltage Regulation using the Voltage.
Now its your turn! Below is all the information given on a traini.docxhenrymartin15260
Now it's your turn! Below is all the information given on a training program needed, called Effective Communication. You are a trainer in the given situation. Submit the following:
1. Training Needs Assessment (refer to previous assignment DST Systems for assessment template)
2. Powerpoint covering information provided and your own research, no less than 10 slides
3. 500 word paper summarizing how this training will be effective and how it should be evaluated.
Situation:
Tim Smith the IT manager comes to you and says "My project coordinators are in a slump; they just are not producing their usual caliber of work. I need to find out what the problem is. No one on the project team knows what is going on. The communication my project coordinators are giving is coming across as rude, which in turn keeps moral low and the teams are not doing the work. I was hoping you would be able to put together an Effective Communication training for them to help get everyone back on the right track." There are 10 project coordinators in the IT department. Two of the project coordinators are in the organization's Bangkok office. Tim wants the training to last no longer than 4 hours and wants it to be face to face in a class room with you, the trainer. He does not want to fly the Bangkok associates in and would like you to set up a Skype session with them during your training. He also wants you to set up weekly coaching sessions with each project manager and himself for a month after the training is completed.
Training Purchased from USA Training: Effective Communication
You are to use this information, but are not limited to it. Tim wants to make sure this information is covered in the training as he went online and bought it from USA Training, however he is open to what research you find. He wants the training to be interactive and requested that you included at least 1 activity around communication in the training.
Effective Communication:
Introduction
People in organizations typically spend over 75% of their time in an interpersonal situation; thus it is no surprise to find that at the root of a large number of organizational problems is poor communications. Effective communication is an essential component of organizational success whether it is at the interpersonal, inter-group, intra-group, organizational, or external levels.
In this chapter we will cover the basic process of communication and then we will cover some of the most difficult communication issues managers’ face-providing constructive and effective feedback and performance appraisal.
The Communication Process
Although all of us have been communicating with others since our infancy, the process of transmitting information from an individual (or group) to another is a very complex process with many sources of potential error.
In any communication at least some of the "meaning" lost in simple transmission of a message from the sender to the receiver. In many situations a lot of the true me.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
nowHow to be Army StrongI was 18 years old when I saw my fa.docxhenrymartin15260
now
How to be Army Strong
I was 18 years old when I saw my favorite uncle in his uniform. I could see how much respect he got and how strong of a man he was and I wanted that for myself. I asked him how could I become strong like he was. He said to me, it’s not going to be an easy job. I would have to leave my family, friends and everything behind to fight for my country Saudi Arabia.
The first thing I needed was talk with a recruiter. He tried to make me see how difficult this walk was going to be. I believed the hard work would make me strong just like my uncle. We started off with a whole lot of questions. I filled out many different types of paperwork. The paper work included: criminal background checks, medical history, family history, and job history. I had to take a test to see if I was smart enough for the army. I think it was similar to the test soldiers take in America. It asked questions from basic mechanics, computers, cooking, and all general studies. Its purpose was to find out what job I could choose. I passed the test and then I was able to pick a job. I had my pick of a lot of different jobs but I chose to be a machine gunner. Then, after I chose my job, I signed my contract. After that, I was told to come back in two weeks for a drug test and medical test to see if I was fit for the Army. I had to do psychological testing and the doctor checked everything on my body I received my stamp and it was on to basic training.
The second step in becoming Army strong is going to basic training. There are three phases to go through. I arrived to the training camp called Reception. At Reception I received all of my equipment and clothing. I was assigned to the company where I would learn all about being a soldier. The first day I received a haircut and was taught how to properly exercise and gain strength of my body by doing Physical Training. I started learning how to run long distances and how to breathe the right way so I would not get too tired. I did not enjoy ring but I had to do it. After that I issued a M16 Assault Rifle. I took training classes on how to clean, fix and shoot. The next step was learning about the history of the Army and all the things it takes to make up a true soldier. I went through many field exercises where I learned about teamwork. The men were like brothers; we helped each other like a family I participated in rappelling, nuclear biological defense and weapons training. The next step was learning drill, which is how I am supposed to present my self in parades, when we march and at funerals. After that we learned tactics and techniques to stay alive. Then I learned medical training. I had to learn CPR, Heimlich maneuver, wound care and many other forms of medical procedures. The next stage I learned was radio communication. Radio communication is how I can communicate with other soldiers on a mission in the field. Then I learned combat fighting. I used bayonets, padded sticks and hand and hand comba.
NR-351 Transitions in Professional NursingWebsite Evaluation T.docxhenrymartin15260
NR-351: Transitions in Professional Nursing
Website Evaluation Template
Student Name:Date:
Directions:
1. Carefully read the Website Evaluation Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment.
2. Rename this document by clicking “Save As.” Change the file name so it reads Your Last Name Website Evaluation.docx. For example, if your last name is Smith, type “Smith Website Evaluation.docx”.
3. Save the document in a file format compatible with Microsoft Word 2010 or later.
4. Type your name and date at the top of this template.
5. Type your answers directly on the saved and renamed template. Follow all instructions. Save frequently to prevent loss of your work.
6. Submit to the Dropbox by the end of Week 6, Sunday at 11:59 p.m. MT.
7. Post questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail questions to your instructor.
Item instructions:
Type your answers below:
General Information:
State the search engine used to locate the website and the URL of the homepage of the selected website.
URL must link to homepage when copied or clicked.
Authority:
Describe the reasons this website would be considered a reliable resource for information on the topic. Include contact information (group name, address, and phone number).
Information:
Describe information presented on the website including all of the main headings of the site. Describe accuracy and thoroughness of information and how you made this determination.
Objectivity:
Explain how content does or does not represent bias based on advertising and sponsorship.
Ease of Navigation:
Discuss the ease of use of this website for healthcare professionals and for lay persons. Differentiate the ease of navigation for each of these two groups.
Usefulness:
Describe how useful the information on this website is for healthcare professionals and for lay persons. Differentiate usefulness for each of these two groups.
Website Evaluation Template.docx Revised 2/9/2013 cjm
1
Website Evaluation GuidelinesPurpose
The purpose of this assignment is to allow the learner to demonstrate effective strategies for evaluation of credible scholarly websites. Course Outcomes
This assignment enables the student to meet the following course outcomes.
1. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
2. Use leadership strategies that promote quality nursing practice and increase collaboration with other disciplines when planning comprehensive care for individuals and groups. (PO #2)
4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
6. Relate application of the legal and ethical requirements of nursing laws and standards to interactions with faculty, peers, and.
Ntc 362 Week 2, Integrative Network Design Project , Part 1By Alucard1990 | Studymode.com
Kudler Fine Foods Network Overview
Name
University of Phoenix
NTC 362
Date
Instructor
Upon reviewing Kudler Fine Food network, it has been determined that a major network overhaul will need to be conducted to make sure that Kudler is brought up to speed with the latest technology. This is very important because if Kudler is unable to keep up with the technological advances then the company will fall behind. Making sure that Kudler is not only able to keep up with the advances with network systems it is also important to install the proper systems so that no money is wasted. What is meant by this is that if the improper systems and storage units are installed to only handle data over the next year this is only going to force Kudler to spend more money in upgrades in the future. This is why it is vital to install the proper systems that will provide room for future network expansion without having to waste money on unnecessary upgrades. The following is a list of problem areas with the Kudler network: • 56K modems provide slow connections speeds
• Host systems at all site running Window 98 – over 10 years old • Windows NT servers are at the Delmar and Lajolla sites – over 10 years old. • The XLS servers at the Delmar and Lajolla sites are running Office 97 – over 15 years old. • The Novell Servers at the Delmar and Lajolla sites are running this was released in 1994. – over almost 20 years old. • All sites have a stand lone ups system that will need upgraded to provide a redundant power supply to support new systems.
One of the first things that were noticed was that fact that all of the sites are still running 56k modems. This is an old technology and is only hindering the speed between each site. Having the proper connection speed is vital to provide real time updates not only for the profits made each day, but providing the inventory updates on the products that are sold so that those items can be restocked without waiting. These modems will be removed to make the way for the new wide area network and within each site there will be a wireless local area network. The WAN will link all of the site networks together which will in turn boost the network speed and the way employees communicate. The communication aspect of the new network will incorporate a VoIP system and will be managed at one central location. “The great thing about VoIP is that it taps additional value from the already existing infrastructure without additional costs” This will provide the highest quality of phone network will saving on the cost of out phone services.
Another issue that issue that is hindering the speed and efficiency on the network is the fact that all the host systems being used within all the sites are Windows 98. These systems are well over ten years old and a.
NTHEMIND OF GREATCOMPANIESBy Scott BlanchardThe.docxhenrymartin15260
NTHE
MIND OF GREAT
COMPANIES?
By Scott Blanchard
T
he old saying, "money isn't
everything," rings hollow in
today's business world.
where rninute-by-minute
stock quotes scroll across
our computer monitors, and
careers are won or lost based
on Wall Street's analysis of a
company's perforniance. Throw in giob-
al competition, outdated products and
services, increased costs, corporate silos
and other business challenges, and it's
no wonder that tnatiy of today's compa-
nies focus solely on their bottom line,
ofteti at the expense of customer service
and employee satisfaction.
It need not be this way. Great compa
nies focus on more than one bottom
line when gauging their perforniance.
Ttiey choose to be not only the invest-
ment of choice, but also the provider of
choice for their products or services, as
well as the employer of choice for work-
ers in their industry. By looking beyond
immediate, short term results and focus-
ing on strategies to make their compa-
nies successful for the long-term, they
recognize challenges sooner, identify
solutions more quickly and deliver re-
sults ahead of their competitors. In short,
they learn to lead at a higher level.
A clear warning sign that your busi-
ness is trapped in a short-term mindset
is the presence of an "either/or" philoso-
phy. Managers either believe they can
achieve profitability or they can develop
a great workplace, but not both. These
leaders don't always take morale and job
satisfaction into consideration. Their
focus is only their financial bottom line.
From there, it's a short leap to the false
notion tlrat making money is the sole
reason to be in business.
A NEW APPROACH
Contrary to the either/or philosophy,
leading at a higher level requires man-
agers to embrace a "both/and" approach.
In great companies, the development of
people is of equal importance to finan-
cial performance. As a result, the focus
is on long-term results and human satis-
faction. Accordingly, great companies
begin by both creating and nurturing a
vision of the future, and then measuring
progress against that vision.
There are three questions to ask,
which represent the main components
of a corporate vision. By focusing on
these questions, companies are more
likely to ensure they don't lose sight of
their path to success. They are:
• What business are you in? This will
help you identify your company's signif-
icant purpose.
• What will the future look like if you
are successful?
• What guides your behavior and deci-
sions on a daily basis? This will help
you identify clear values.
Great companies keep al! three of
these ideas clearly in mind and make
necessary course corrections when they
realize they are off track.
The next step is to create a corporate
culture that both reflects and reinforces
the corporate vision. The culture con-
sists of the values, attitudes, beliefs,
behaviors and practices of the organiza-
tion's members. Culture is an organiza-
tion's personality, and it can help or hin-
.
nR E E 693 5T o c o m p l e t e th i s e x a m y o u n.docxhenrymartin15260
n
R E E 693 5
T o c o m p l e t e th i s e x a m y o u n e e d t o a n s w e r 8 q u e s t i o n l i s t e d b e lo w . T h e
f i r s t t w o q u e s t i o n s a r e t o b e a n s w e r e d i n E x c e l u s i n g th e a s s o c ia t e d t a b s
i n c l u d e d o n t h e e x a m R E E 6935 t h a t i s p r o v i d e d t o y o u q u e s t i o n 3
- 8 a r e
t o b e a n s w e r e d o n a Wo r d D o c u m e n t i n t h e o r d e r i n w h ic h t h e y a p p e a r .
D u e A p r i l 28 , 2015 .
1. ) (9 P o i n t s ) U s i n g t h e d a t a p r o v i d e d t o y o u i n t h e P r o b l e m 1 t a b ,
c a lc u la t e t h e r e q u e s t e d v a l u e s a n d i n c l u d e y o u r a n s w e r i n th e i r
r e s p e c t i v e c e l ls h i gh l ig h t e d i n y e l lo w .
2 . ) (10 P o i n t ) T h e t a b la b e l e d P r o b l e m 2 i n c l u d e s m o n t h ly p r i c e d a t a o n
th e SA P 500 (SPY ) a s w e l l a s o n K B H o m e (K B H , a r e a l e s t a t e
d e v e lo p m e n t c o m p a n y ) a n d o n H o m e P r o p e r t i e s I n c . (H M E , a n d e q u i t y
R E I T s p e c ia l i z e s i n a p a r tm e n t r e n t a ls ) . U s i n g r e g r e s s i o n c a l c u l a t e t h e
B e t a o f e a c h o f t h e s e 2 r e a l e s t a t e c o m p a n ie s f o r t h e f u l l t im e p e r i o d
p r o v id e d t o y o u .
a . D is p l a y y o u r c a l c u l a t e d B e t a s i n t h e c e ll s h i g h l igh t e d i n y e l l o w .
Y o u m a y i n c l u d e y o u r f u l l r e g r e s s i o n r e s u l t s i n t w o o th e r s e p a r a t e
t a b s
b . W h i c h c o m p a n y h a s a h i g h e r B e t a ? I n o n e t o tw o s e n t e n c e s
e x p l a i n w h y y o u d id o r d i d n
'
t e x p e c t t h a t c o m p a n y t o b e
a s s o c ia t e d w i t h a h ig h e r B e t a .
3 . (10 P o i n t s ) P l e a s e r e f e r t o t h e p a p e r t it l e d O n t h e R e la t i o n b e t w e e n
L o c a l A m e n i t ie s a n d H o u s i n g P r ic e C h a n g e s
"
p r o v i d e d t o y o u w i t h t h i s
e x a m a n d a n s w e r t h e f o l lo w i n g q u e s t io n s .
a . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m F ig u r e 2 ? A r e t h e s e
r e s u l t s e x p e c t e d ? Wh y ?
b . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m f i g u r e 4? A r e t h e s e r e s u l t s
e x p e c t e d ? W hy ?
c . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m t h e r e g r e s s i o n r e s u l t s
p r e s e n t e d i n c o l u m n (4) o f t a b l e 4 . H o w t h e s e r e s u lt s a r e d if f e r e n t
f r o m t h e r e s u l t s p r e s e n t e d i n c o l u m n (2) o f t a b le 4?
d . B r i e f l y e x p l a i n w h a t w e c a n l e a r n f r o m t a b l e 6 t h a t w e d o n
'
t
a l r e a d y k n o w f r o m t h e r e s u l t s p r e s e n t e d i n t h e p r e v i o u s t a b l e s .
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NEATPAGEINFO:id=1C69E900-548F-4525.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docxhenrymartin15260
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
n
s;
,e
il
rl
t.
lnterviewing is one HR function that
almost all managers are involved
with at some point. Here are some
tips for conducting interviews that
identify the best candidates:
. Be prepared-Make sure the
place where you interview is
accessible and comfortable
for you and the candidate.
Read the candidate's r6sum6
and other paperwork ahead
of time, to avoid asking for
information that has already
been provided. Prepare a list
of questions, as well as infor-
mation about the company's
history, culture, and other
details the candidate might be
interested in knowing.
t Put the applicant at ease- A
nervous or cautious job candi-
eate !'!':ay not show his or her
es. qua\itres. Express your
appreciation tor the candr-
date's time, and let the person
know you're glad to meet him
'';
i- i lr'
or her. Briefly explain what to
expect during the interview.
. Ask about past behaviors-
Talking about specific events
makes it harder for a candidate
to focus on guessing what the
interviewer wants to hear, and
the answers give clues about
what the candidate will do in
new situations. For examPle,
depending on the type of job,
you might ask, "Ptease telt
me about a time when you
received a customer comPlaint
and how you handled it," or
"This job involves tight dead-
lines; could you tell me about
a time when you faced a dif-
ficult deadtine?"
. Listen-fhe interview infor-
mation is only as good as the
interviewer's ability to gather
it. Let the candidate do most
oi \he ta\krng, and par; atten-
tion to what is being said and
not said. lf a candidate sounds
vague or too good to be true,
ask follow-up questions to
gather details.
. Take nofes-As much as you
can without distracting Your-
self or the candidate, jot down
notes to remind you of keY
points. Also schedule 5 or 10
minutes after each interview for
writing down your impressions.
r At the end of the interview,
make sure the candidate
knows what to expect next-
for example, a phone call or
additional interviews within
the next week.
Sources: U.S. Department of Com-
merce, Minority Business Development
Agency, "Tips on How to SuccessfullY
tnterview Job Candidates," November 17.
2009, raruw.mbda.gov; University o{ South
Carolina Division of.Human Resources,
"Tips on lnterviewing University Job
Applicants, " http://hr.sc.eoi.r, accesseo'
March 23,2010; and Dun & Bradstreet,
"How to Conduct an E{iective Emp\oyee
lnterview," Small Business
Solution
s,
http:l/smallbusiness.dnb.com, accessed
March 23,2010.
t-I
rl
i.
i.
s
.S
k
S
t
t
5
t
S
{
Preparing to lnterview
Organizations can reap the greatest benefits from intervierving if they prepare care-
fully. A well-planned intervierv should be standardized, comfortable for the partici-
pants, and focused on the job and the organization. The interviewer should have a
cluiet place in rvhich to conduct interviervs r.vithout interruption. This person should
be trained in how to ask objective questions, u'hat subject matter to avoid, a.
NR443 Guidelines for Caring for PopulationsMilestone 2 As.docxhenrymartin15260
NR443 Guidelines for Caring for Populations
Milestone 2: Assessment and Diagnosis
Purpose
The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.
Points
225 pointsDirections
This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.
· Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
· Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
· Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should be no more than one page.
· Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
· Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such as professional journal articles related to your problem.
· Summary: The summary paragraph of your paper should include a statement about the problem, the population at risk for this problem, and the major direct or indirect factors that contribute to this problem. This information should be no more than one or two paragraphs.
· Reference page: All references cited within the paper should be included on a separate References page.Guidelines
· Application: Use Microsoft Word 2010™ to create this assignment.
· Use the categories above as APA headings for the sections of your paper.
· Length: This paper is expected to be no more than four pages in length (not including the title pa.
NRB Dec’99 1WHITHER THE EMERGENCY MANAGER 1Neil R Bri.docxhenrymartin15260
NRB Dec’99 1
WHITHER THE EMERGENCY MANAGER? 1
Neil R Britton, PhD
Ministry of Emergency Management & Civil Defence
Wellington, NEW ZEALAND2
Introduction
The invitation to comment on Thomas E Drabek’s Human System Responses to
Disaster: An Inventory of Sociological Findings provides an opportunity to reflect on
the practice of emergency management and the evolving role of the emergency manager.
This focus is timely. The past decade has brought disaster into sharp relief for many;
several large-scale impacts have occurred; and disaster costs (in lives and property
damage) have escalated. The links between community growth, land-use management
practices and vulnerability have become more apparent. These issues have taken place at a
time when the clarion call is for smaller government and more fiscal constraint. This
combination is prompting questions, particularly from central government, about the
function and value of emergency management arrangements.
It is also appropriate to re-think the emergency manager’s role in contemporary society.
Much has changed in 10 years, ranging from the burgeoning of relevant information to the
need to develop integrated management programs for responders. This is leading to a re-
definition of the task-set and a re-evaluation of the emergency manager’s job parameters.
College-level programs and other knowledge-based accreditation courses are rapidly
becoming a prerequisite. These developments are enhancing the image of emergency
management and helping it progress to being a distinctive professional sector.
This essay uses Drabek’s 1986 publication Human System Responses to Disasters as a
vehicle to reflect on major developments influencing emergency management practice. It
begins by locating Human System Responses to Disasters within the disaster sociology
literature, and argues that the book makes two major contributions to disaster study. From
here, the focus of the essay shifts from Drabek’s work to identifying elements that
characterized emergency management practice at the time when Drabek wrote his text.
The essay moves on to look at some current issues pertaining to emergency management,
and leads into a discussion of where the practice might be heading in the coming decade.
A brief return to Human System Responses to Disasters completes the discussion.
1 Paper requested by the Editor, The International Journal of Mass Emergencies and Disasters.
Statements in this paper were first presented at a session of the International Research
Committee on Disasters (ISA Research Committee 39), at the 14th World Congress of
Sociology, Montreal (Quebec), Canada. 26 July - 1 August 1998. The session explored the
contribution of Thomas E Drabek’s textbook Human System Responses to Disaster: An
Inventory of Sociological Findings.
2 Neil Britton manages the Sector Development and Education unit in the Ministry of Emergency
Management & Civil Defence. The commen.
Now, its time to create that treasure map to hide the treasur.docxhenrymartin15260
Now, it's time to create that treasure map to hide the treasure from Ol' Red Coat's family.
Decide on which quadrilateral you will create. For this activity you may use a kite, trapezoid or a parallelogram (that is not a square, rhombus, or rectangle).
Graph the quadrilateral on a coordinate plane. You may print and use graph paper a drawing program such as GeoGebra. The four vertices of the quadrilateral will serve as four destinations on your map. One can be the starting point, the others can be clues along the way, and the last one will be where X marks the spot!
Find the length and slope of each side to justify the classification of your quadrilateral. For example, if your map was a square, your calculations would prove that all four sides are congruent, slopes of opposite sides are congruent, and slopes of adjacent sides are opposite reciprocals.
You need to create a set of directions so you can come back and find the treasure later. Your directions need to explain how to get from each destination on the map to the next one. Use the properties of quadrilaterals in your directions. At least three different quadrilateral properties must be used.
What does it mean to use properties of quadrilaterals in your directions? Here is an example: If your map is in the shape of a parallelogram, your opposite sides will have equal slopes. You could say that to get from Point A to Point B you travel up 3 units and right 2 units to the Palm Tree. From there you might travel East 5 units to Point C. From Point C, you would travel down 3 and left 2 units, where X marks the spot. This proves that the slopes of opposite sides are equal. Include two more properties in your directions. Don’t forget to finish the directions to return to the starting point. See example below.
Get creative and think of clever ways to use the different properties!
Create a key for your map. Show proof that following the directions will get you to the treasure. If one of the directions is to make a 90 degree turn, show how you can prove the turn from one side to another is 90 degrees.
If one of the directions is to travel the same distance as a previous side, use the distance formula to show the two distances are the same.
Submit the following to your instructor:
1. The treasure map on a coordinate plane
2. The length and slope of each side to justify the classification of your quadrilateral
3. The directions to finding the treasure: Include the explanation for how each direction represents a quadrilateral property. Be sure to include at least three properties.
*Note: Please submit the written portion of this assignment using a word processing document or by copying and pasting into the assignment box.
1.1 Elements of Inquiry Used to Study the Workplace
1.2 Methodology Used to Study the Workplace
1.3 The Impact of Paradigms and Trends
1.4 The Major Sociological Perspectives
1.5 The Paradigm Shift to Capitalism
1.6 The Progressive Era
1.7 The Gr.
NR361 Information Systems in HealthcareInterview with a Nursing.docxhenrymartin15260
NR361 Information Systems in Healthcare
Interview with a Nursing Information Expert:
Guidelines and Grading RubricPurpose
The purpose of this assignment is to
· Communicate your understanding of the importance of quality information in everyday nursing practice;
· Discuss the roles and responsibilities of a Nursing Information Expert; and
· Articulate how the professional nurse uses information or data in everyday practice to improve outcomes.Course Outcomes
This assignment enables the student to meet the following course outcomes.
CO #1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO #1)
CO #4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO #4)
CO #8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO #8)
Points
This assignment is worth a total of 250 points.
Due Date
This assignment, Interview with a Nursing Information Expert, is due at the end of Week 6. Submit your completed Interview, using the Interview Form, to the basket in the Dropbox by Sunday, 11:59 p.m. mountain time. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.
Directions
1. Download the NR361 Interview Form from Doc Sharing. It is found under the Week 6 Interview link.
2. Select your interviewee and schedule an interview. This individual must be a registered nurse. Job titles of RNs who may be considered include but, are not limited to, Nursing Clinical Information Manager; Super User, Director/Manger Clinical Education; Chief Information Officer; Quality Assurance or Performance Improvement Nurse; Nurse Informaticist; Telenursing Specialist; Nurse Abstractor; Case Manager; Compliance Nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor BEFORE you schedule the interview.
3. Review all questions (areas of inquiry) on the Interview Form located in Doc Sharing PRIOR to conducting the interview. You may print the form and take it with you to the interview.
4. Note that there are five (5) Required Questions to ask the RN.
5. Note that there are four (4) Optional Questions. You need to select only ONE of them to ask the RN.
6. Note that there are two (2) Follow-Up Questions that must be answered by YOU.
Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN’s role and responsibilities or make you more knowledgeable about GIGO, interprofessional communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewee is a Telenurse, you would want.
NR360 Information Systems in Healthcare Team Technology Pr.docxhenrymartin15260
NR360 Information Systems in Healthcare
Team Technology Presentation Guidelines and Grading Rubric
Revised: 01/26/2014, 07/09/2014 09/12/2014 DA
Objective
The purpose of this Team Technology Presentation is to provide students the opportunity to explore a technology used in the healthcare
system. The project requires students to work in a small team together in order to describe how this technology supports the patient care
experience through the use of information technology and information structures. Additionally, the student will explore the experience of
clear and concise communication skills, when interacting with peers, who may or may not be from the same geographical area, or campus as
they are. The final product and discussion/critique of this project is to be completed online with the class in Unit 8.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes:
CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1)
CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5)
CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements,
confidentiality, and client’s right to privacy. (PO 6)
CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO 8)
Guidelines
• This is a Team or Group project. You will be assigned to groups, and given a topic (According to class size—typically 3-5 students
will be in a group).
Please do not ask to change groups, etc. as the group will not be changed. As nurses, we need to be able to participate as a part of a
multidisciplinary team, no matter where we are located, and regardless of whether or not we are familiar with a particular individual!
All group members will receive the same grade for each deliverable, UNLESS it is determined that a group member has not been
participating in assigned portions of the project. This is why documentation and communication in the assigned Team discussion
threads is essential. EVERYONE must complete/sign the Team Charter Form and place it in your designated Group discussion
thread under “Team Collaboration” in Course Home.
1. Communicate with your team members in the “Team Collaboration” Area of your Course Home, located under Week 8.
NR360 Information Systems in Healthcare
Team Technology Presentation Guidelines and Grading Rubric
Revised: 01/26/2014, 07/09/2014 09/12/2014 DA
***You will use the Group Project Team Collaboration Threads in the Course home as a “meeting” or communication venue. Be
sure you are documenting in YOUR Team’s discussion area, identified by a color assigned to your team! This will also serve as
documentation/verification for group members should there be ins.
NR443 Guidelines for Caring for PopulationsMilestone 2 Assess.docxhenrymartin15260
NR443 Guidelines for Caring for Populations
Milestone 2: Assessment and Diagnosis
Purpose
The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO 1. Evaluate the planning of delivery of care to individuals, families, aggregates, and communities in a variety of healthcare settings based on theories and principles of nursing and related disciplines. (PO 1)
CO 2. Integrate clinical judgment in professional decision-making and implementation of the nursing process through analysis of community health nursing practice. (PO 4)
CO 7. Accept accountability for personal and professional development as part of the life-long learning process. (PO 5)
Due Date
Submit to the appropriate basket in the Dropbox by 11:59 p.m. MT Sunday of Week 4.
Points
225 pointsDirections
This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.
· Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
· Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
· Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should be no more than one page.
· Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
· Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such.
Nowak Aesthetics, was founded by Dr. Eugene Nowak in 1999, in Ch.docxhenrymartin15260
Nowak Aesthetics, was founded by Dr. Eugene Nowak in 1999, in Chula Vista, California; since then Nowak Aesthetic mission has been to serve residents throughout San Diego County for dermatological, cosmetic surgery and skin rejuvenation procedures.
Dr. Nowak it is a Board Certified Dermatologist; with one mission, to help their patients regain confidence in themselves and achieve desired look, not being an issue if is a dermatology or cosmetic procedure. To accomplish this, he has created his own formula in skin care products for patients with acne, and melisma conditions, also treats patients with eczema, birthmarks, psoriasis, sun spots caused by sun damage, which may cause cancer, rosacea, vitiligo or any other skin condition.
Dr. Nowak is conservative, and innovative on his cosmetics procedure. His mission it is to help patients to look better, and achieve their goals.
Overall he promotes, an exceptional customer service to each of his patients, assuring every patient gets an extraordinary experience at Nowak Aesthetics.
Nowak Aesthetics has 4 consecutive years, being in the top 5 in all San Diego County dermatologists
In Aesthetics Nowak received daily about 80 patients of whom 20% are medical consultations, the other 80% is basically cosmetic consultations or procedures. Each patient is offered a free skin analysis, regardless of the reason why we visit. Provides medical consultations for skin problems at very reasonable and affordable cost to patients who do not have medical insurance, I think these plans with the purpose of benefiting patients who do not have the resources to treat their skin problems; Nowak Aesthetics has a special program for the community, which donates baskets with products from Dr.Nowak’s skin care products, for schools in San Diego County, for the auctioned in their events and raise funds.
In addition to patients, visiting Nowak Aesthetics, for cosmetic consultations, first consultation is at no cost, given the opportunity to meet patients Nowak Aesthetics facilities, meet the staff, which always gets a smile every patient regardless of their financial status, and furthermore every cosmetic consultation, gives each patient a free evaluation with no obligation, concerning the service for which the patient visited Nowak Aesthetics.
Nowak Aesthetics has a protocol To receive each of our patients, in a personalized way. Every time you register a new patient was taking a photo, which is on file, on the other hand there is also a section in the patient's file where is written to any specification of the patient, what he likes, or do not like, as he prefers to be called, among other concerns. As patients continue to attend Nowak Aesthetics, certain patients are considered VIP patients. The reasons why a patient becomes VIP, may be, because they are people with positive attitude when they reach Aesthetics Nowak sees them as family, others may become VIP, because they are consistent in their cosmetic procedures, an.
NR305 Health Assessment Course Project Milestone #2 Nursing Di.docxhenrymartin15260
NR305 Health Assessment
Course Project Milestone #2: Nursing Diagnosis and Care Plan Form
Your Name: Date:
Your Instructor’s Name:
Directions: Refer to the Milestone 2: Nursing Diagnosis and Care plan guidelines and grading rubric found in Doc Sharing to complete the information below. This assignment is worth 250 points, with 10 points awarded for clarity of writing, which means the use of proper grammar, spelling and medical language.
Type your answers on this form. Click “Save as” and save the file with the assignment name and your last name, e.g., “NR305_Milestone2_Form_Smith” When you are finished, submit the form to the Milestone 2 Dropbox by the deadline indicated in your guidelines. Post questions in the Q&A Forum or contact your instructor if you have questions about this assignment.
1: Analyze Assessment Data:
Based on the health history information, identify the following:
A. Areas for focused assessment (30 points)
Provide a brief overview of those areas of strength and weakness noted from Milestone 1: Health History.
B. Client’s strengths (30 points)
Expand on areas identified as strengths related to the person's overall health. Support your conclusions with data from the textbook.
C. Areas of concern (30 points)
Expand on areas previously identified as abnormal and those that place the person at a health risk. Support your observations with data from the textbook.
D. Health teaching topics (30 points)
Identify health education needs. Support your statements with facts from the Health History and information from your textbook.
2: Nursing Care Plan
Next, plan your care based on your analysis of your assessment data:
A. Diagnosis (30 points)
Write one nursing diagnosis that reflects a priority need for this person. Remember a wellness diagnosis is a possibility.
B. Plan (30 points)
Write one goal and one measurable expected outcome related to your nursing diagnosis. Explain why this goal and outcome is a priority. Include cultural considerations for this client.
C. Intervention (30 points)
Write as many nursing orders or nursing interventions that you need in order to achieve the outcome. Provide the rationale for each intervention listed.
D. Evaluation (30 points)
You will not carry out your care plan so you cannot evaluate the effectiveness of your nursing interventions. Instead, comment on what you would look for in order to evaluate your effectiveness.
Milestone #2: Nursing Diagnosis and Care Plan Form 8-6-13 jm
2
NR 305 Health Assessment
Guidelines for Course Project Milestone 2:
Nursing Diagnosis and Care Plan AssignmentPurpose
This activity will be a continuation of the Milestone 1: Health History that you submitted in Week 4. In this part of the assignment you will take the information you gathered, analyze the data, and develop a nursing care plan.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #3: Utilize effective communication when performing a .
Nova Southeastern University H. Wayne Huizenga School of Busin.docxhenrymartin15260
Nova Southeastern University
H. Wayne Huizenga School
of Business & Entrepreneurship
Assignment for Course:
ISM 5150: IS Strategy & Data Management
Submitted to:
Dr. Arvind Gudi
Submitted by:
Team 8: Anas Hajji, Hamza Oulahrir, Said Liousri
Date of Submission: September 10, 2015
Title of Assignment: Group Case Report #1 (Case#3; Question #2)—ZipCar
CERTIFICATION OF AUTHORSHIP: I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have also cited any sources from which I used data, ideas or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course.
Student's Signature: Anas Hajji, Hamza Oulahrir, Said Liousri
*****************************************************************
Instructor's Grade on Assignment: Presentation + Report = 9 + 9 = 18/20 = 90%
Instructor's Comments: Please make sure the presentation slides are readable when printed!
Background:
Zipcar is a car rental company that uses a revolutionary automated system in which cars are rented by hours or days. The company tried to spread its cars in several locations to make it easy for the Zipcar ‘s customers to get their cars. Indeed, every car has a home location to which it must be returned. These locations are available on the Zipcar website. All cars are equipped with a patented wireless technology that enables communicating actual information about their availability to customers, and provides the company with useful information to monitor car security, fulfill reservations, and maintain mileage information. Zipcar business model does not rely on human contact, which is not the case for its competitors. In fact, Zipcar customers do not have to stand in queues and fill papers to rent their car as the traditional companies do. Customers also knew in advance the make and the model of the car they will rent. In addition to that, Zipcar rents cars 24/7 thanks to its unique IT platform, which is not the case for traditional car rental companies. The company also uses social networks by creating an online community of users so that they can share their experience. Zipcar is also trying to market its innovative technology to attract some institutions that could be interested to buy it such as competitors and government. Finally, the wireless technology is considered as the main core competency and competitive advantage of the Zipcar.
Analysis:
The main challenges that face the company concern its expansion nationally and globally. Scott Griffith (2011) claimed “We look at three key factors. The first is high population density, the second is a strong public transportation infrastructure, and the third is expensive and hard to find parking.” Therefore, the company has difficulties to expand in some areas where the traditional car rental companies are established. Based on our analysis, .
Now that you have examined two theories of crime and how they migh.docxhenrymartin15260
Now that you have examined two theories of crime and how they might explain any particular crime, it is time to examine how criminal justice responses to crime may be shaped by these theories. For this part of your course project, complete the following:
Discuss your first theory and how criminal justice responses may be formed based on the assumptions of this theory.
Discuss your second theory and how criminal justice responses may be formed based on the assumptions of this theory.
Examine any actual criminal justice responses that have been implemented based on the assumptions of these theories.
This assignment should be at least two 2-3 pages in length (adding to the final paper).
Use at least 3-5 scholarly sources that discuss a criminal justice response. These sources must be properly cited using APA format. Students should seek out peer-reviewed scholarly journal articles from LIRN to complete this assignment or explore the National Criminal Justice Reference Service for examples of how the criminal justice system has responded.
Abstract and conclusion
Abstract
This paper will be on two criminology theories; the positivist and the classical theory. These two theories will be discussed and how the criminal justice system responded towards the assumptions. It explains how certain crimes are looked at and also dealt with.
The commitment of various criminal activities attracts action from the criminal justice system. However, on many different occasions, the criminal justice system has been criticized for handling those who commit crime with great leniency and mercy. The only way that crime can be reduced and those who intend to commit crimes in future stopped is through institution of various reforms in the criminal justice system. Through two of the criminal theories, the criminal justice system can be reformed and help and guide on making adjustments in the theory (Siegel, 2012). The two theories are the positivist theory of criminology and the classical theory of criminology. The two could help enhance the responses of the criminal justice system in the following ways.
This theory of criminology holds on to the fact and aspect that the intelligence of an individual is a central factor and issue in committing various criminal activities. A low level of intelligence in individuals is believed to be at the center of engagement in various crimes. On the basis of this theory, the criminal justice system t can benefit in the following ways in enhancing to cases where individuals engage in criminal activities such as child abuse due to low levels of intelligence.
The criminal justice system should ensure that individuals who commit crimes that they are very well aware of and capable of preventing themselves from engaging in have a mental check up before they convict them and institute heavy penalties. There should be no mercy to an individual who commits a crime and the best way to penalize such individuals by the criminal justice.
November 21, 20131How a Diode WorksA diode is an electrica.docxhenrymartin15260
November 21, 2013
1
How a Diode Works
A diode is an electrical device allowing current to flow through in only one direction. The term “diode” is used if I ≤ 1 A. If I>1A, we use the term “rectifier,” although both terms are commonly considered interchangeable.
November 21, 2013
2
Theoretical Analysis of the Rectifier Circuit
Given the circuit below, R1=1.0 kΩ. Sketch theoretical waveforms for the input (CH-1) signal and the output (CH-2) signal when a 10 VPP 1.0 kHz sine wave is applied to the circuit. Predict the result.
November 21, 2013
3
Theoretical Analysis of the Rectifier Circuit- What should we observe (frequency? Amplitude?)
CH-1 (input signal):
(>>t=0:0.00001:6/2000; y=5*sin(2*pi*1000*t); plot(t,y), grid on)
What should be the output signal???
November 21, 2013
4
Simulation of the Rectifier Circuit – Record the Result
Adjust the settings
of the function generator
Accordingly
November 21, 2013
5
Construct the Rectifier Circuit – Record the Result
Compare the theoretical, simulation, and hardware circuit results and make your comments
November 21, 2013
6
Construct the Rectifier Circuit – the O-Scope Display
Hardware circuit oscilloscope display
November 21, 2013
7
Theoretical Analysis of the Filtered Rectifier Circuit
Given the circuit below, R1=1.0 kΩ, C1=10 uF. Sketch theoretical waveforms for the input (CH-1) signal and the output (CH-2) signal when a 10 VPP 1.0 kHz sine wave is applied to the circuit. Predict the result.
November 21, 2013
8
Theoretical Analysis of the Filtered Rectifier Circuit – Output Signal
Given input signal below, what should we observe at the output?
The diode is to change the AC to DC signal
The capacitor is to “smoothen” the DC signal
November 21, 2013
9
Simulation of the Filtered Rectifier Circuit – Record the Result
Adjust the settings
of the function generator
Accordingly
November 21, 2013
10
Construct the Filtered Rectifier Circuit – Record the Result
Compare the theoretical, simulation, and hardware circuit results and make your comments
November 21, 2013
11
Construct the Filtered Rectifier Circuit – O-Scope Display
Hardware circuit oscilloscope display (notice scale change for Channel 2 for better viewing of the output signal)
November 21, 2013
12
Voltage Regulation using Zener Diode – The Circuit
November 21, 2013
13
How a Zener Diode Works
Zener diodes are special diodes which work reverse-biased at breakdown - specific voltage (“Zener voltage”). They are designed to work continuously at that specific voltage - anywhere from 1.8 to 200 V.
November 21, 2013
14
How a Zener Diode Works – The Circuit Example
For the circuit below, the voltage across the Zener diode will be maintained at 10V.
November 21, 2013
15
Voltage Regulation using Zener Diode – MultiSim Simulation (Change Scale on Channel B to view signal more clearly)
Adjust the settings
of the function generator
Accordingly
November 21, 2013
16
Voltage Regulation using the Voltage.
Now its your turn! Below is all the information given on a traini.docxhenrymartin15260
Now it's your turn! Below is all the information given on a training program needed, called Effective Communication. You are a trainer in the given situation. Submit the following:
1. Training Needs Assessment (refer to previous assignment DST Systems for assessment template)
2. Powerpoint covering information provided and your own research, no less than 10 slides
3. 500 word paper summarizing how this training will be effective and how it should be evaluated.
Situation:
Tim Smith the IT manager comes to you and says "My project coordinators are in a slump; they just are not producing their usual caliber of work. I need to find out what the problem is. No one on the project team knows what is going on. The communication my project coordinators are giving is coming across as rude, which in turn keeps moral low and the teams are not doing the work. I was hoping you would be able to put together an Effective Communication training for them to help get everyone back on the right track." There are 10 project coordinators in the IT department. Two of the project coordinators are in the organization's Bangkok office. Tim wants the training to last no longer than 4 hours and wants it to be face to face in a class room with you, the trainer. He does not want to fly the Bangkok associates in and would like you to set up a Skype session with them during your training. He also wants you to set up weekly coaching sessions with each project manager and himself for a month after the training is completed.
Training Purchased from USA Training: Effective Communication
You are to use this information, but are not limited to it. Tim wants to make sure this information is covered in the training as he went online and bought it from USA Training, however he is open to what research you find. He wants the training to be interactive and requested that you included at least 1 activity around communication in the training.
Effective Communication:
Introduction
People in organizations typically spend over 75% of their time in an interpersonal situation; thus it is no surprise to find that at the root of a large number of organizational problems is poor communications. Effective communication is an essential component of organizational success whether it is at the interpersonal, inter-group, intra-group, organizational, or external levels.
In this chapter we will cover the basic process of communication and then we will cover some of the most difficult communication issues managers’ face-providing constructive and effective feedback and performance appraisal.
The Communication Process
Although all of us have been communicating with others since our infancy, the process of transmitting information from an individual (or group) to another is a very complex process with many sources of potential error.
In any communication at least some of the "meaning" lost in simple transmission of a message from the sender to the receiver. In many situations a lot of the true me.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
New Yorks Cuomo calls for government shutdown over gun control la.docx
1. New York's Cuomo calls for government shutdown over gun
control laws.
When it comes to guncontrol, wily centrist Gov. Andrew Cuomo
(D) of New York is emerging as one of the most outspokenly
partisan politicians in the country.
As one of the few chief executives in the nation to successfully
champion guncontrollegislation in the aftermath of a domestic
mass shooting, Governor Cuomo is casting himself as a leader
on the issue.
Last week, after the shooting at Umpqua Community College in
Roseburg, Ore., which killed nine people and injured nine
others, Cuomo called the growing commonplace of such
shootings a "blatant failure of our political system" and "a
blatant failure of the elected officials in this country."
"I'd love to see the Democrats stand up and say we're going to
shut down the government or threaten to shut down the
government if we don't get real guncontrollegislation," Cuomo
told a local cable news station, repeating it later to CNN. "It
should be that high a priority."
Such displays of emotion are relatively rare for the New York
governor, who has for the most part governed as a powerful
centrist manager of a state divided by upstate conservatives and
New York City liberals. But even before the Oregon shooting,
Cuomo renewed urgent calls for guncontrol during a fiery and
politically charged eulogy for one of his staff attorneys, Carey
Gabay, who was shot and killed by a stray bullet in Brooklyn.
His call to Democrats in Washington is not likely to prompt
action.
"He has an important position and a microphone," says Jeanne
Zaino, a professor of political science at Iona College in New
Rochelle, N.Y. "So to that extent he has some pull, but it is
limited. Effective guncontrol at the federal level will likely take
a strong push from a coalition of Republicans and Democrats
2. who are able to sell their policy as nonpartisan and as a public
health issue."
But as a vocal critic of partisan gridlock in Washington, Cuomo
has made an art of working with Republicans – who control the
state Senate with the help of a caucus of six renegade
Democrats.
Weeks after the mass shootings at Sandy Hook Elementary in
Newtown, Conn., in 2012, Cuomo secured support from the
renegade caucus, and – citing poll numbers showing widespread
support from New Yorkers – he succeeded in a vote on the NY
SAFE Act. The new law expanded bans on assault weapons and
magazines, bolstered background checks, required mental health
officials to report patients with guns who may be dangerous,
and instituted tougher penalties for gun crimes.
Cuomo told reporters Friday that he hoped New York's gun laws
could be a "model for the nation."
"We passed the smartest guncontrollegislation in the nation in
this state, and yes, it was hard, and yes, it cost me political
capital, but it's probably one of the proudest things I've ever
done because that law saves lives," he said.
New York has long been one of the strictest gun-control states
in the nation, with laws requiring a license to carry concealed
weapons that go back to 1911. But other states, too, responded
after Newtown. "Eight states made very significant and, in some
cases, sweeping changes to the way [they regulate] firearms,"
according to the Law Center to Prevent Gun Violence in San
Francisco, which has tracked state gun laws since 2009.
Meanwhile, "four states enacted laws that have significantly
weakened gunregulation."
Many of the significant new laws passed since Newtown have
addressed the issues of domestic abuse and mental health.
Indiana, Washington, Wisconsin, and Wyoming enacted laws to
keep firearms out of the hands of domestic abusers, with more
states considering such legislation. Other states are considering
bills that would report mental health records to the Federal
Bureau of Investigation for background checks or would bolster
4. "The line in the sand has been drawn, and if Gov. Andrew
Cuomo wants to send state police out on house-to-house
searches and put hundreds of thousands of people in prison,
they can do that," says Dave Kopel, research director at the
Independence Institute, a free-market think tank in Denver.
Tuesday's protests were another sign of New York emerging as
a battleground on gun issues. In late 2012, The Journal News in
White Plains, N.Y., drew heavy criticism after publishing
addresses of pistol permit holders in the county. Just this week,
former New York Mayor Michael Bloomberg pledged $50
million toward a national effort called Everytown for Gun
Safety, focused on improving background checks.
As for the legislation in question, the SAFE Act, it bans
semiautomatic rifles that can take detachable magazines and
those with military features like pistol grips, folding stocks,
second hand grips, bayonet mounts, and flash suppressors.
New York residents who already own those guns can legally
keep them so long as they register them with the state -- the
failure of which is punishable as a misdemeanor and, possibly, a
felony.
In December, a federal judge in Buffalo, William Skretny,
upheld the SAFE Act, which was spurred by the Sandy Hook
massacre in neighboring Connecticut. Judge Skretny ruled in
essence that the state has a right to curb and regulate ownership
of certain weapon styles because they pose a legitimate threat to
public safety.
Nevertheless, New York gun owners argued Tuesday that the
entire law is a fallacy. They say the weapons it targets are
basically semiautomatic sporting rifles and are no more or less
deadly than those rifles.
Creating a registry on such an allegedly false pretense is seen
by many as a setup for what they call SAFE Act II: an all-out
assault-style weapon ban.
On Tuesday, hundreds of gun owners rallied in New York, some
carrying signs that said, "We Will Not Comply."
To be sure, guncontrol groups are pointing out that the same
5. gun owners who proclaim to be responsible and "law-abiding"
are now putting their guns at risk by refusing to abide by the
law.
"No guns are being taken away unless you fail to register your
military-style assault weapon, if you happen to own one," Leah
Gunn Barrett, executive director of New Yorkers Against Gun
Violence, told The Buffalo News. "If you register it, you can
keep it."
New York isn't saying how many gun owners refused to register
by the April 15 deadline, partly because state police, given the
lack of a central registry up until now, don't really know. Some
estimates put the total at about 1 million people.
A similar bill in Connecticut also demanded that those who own
certain kinds of guns register them. An estimated 300,000 gun
owners refused. The state so far has done nothing, and
technically, the state has "very likely created tens of thousands
of newly minted criminals," The Hartford Courant's Dan Haar
wrote earlier this year.
It's far from clear what law enforcement will do if they
encounter unregistered guns on the beat. As they have with
other recent guncontrol laws, many sheriffs have been skeptical,
calling many of the laws unenforceable.
Eric County Sheriff Timothy Howard told The Buffalo News
that "theoretically," law enforcement could report somebody
during an investigation, but whether they actually will is
another question, he said.
"I don't know," he said. "I am not encouraging them to do it. At
the same time, their own consciences should be their guide. I
am not forcing my conscience on them. That is a decision they
should make."
Notably, there's a loophole that gun owners who don't register
could use for potential legal cover: The law allows owners to
remove offending features such as pistol grips and, thus, remain
within the law.
~~~~~~~~
By Patrik Jonsson, Staff writer
7. a
direct link between mental illness and violence. This Article
suggests
that instead, policymakers should be focusing on modifying
existing
restrictive mental health laws and increasing the funding needed
to
provide adequate mental health services in the community.
Family
members, the community, and the individuals themselves must
have
access to adequate resources and support systems to increase the
individual’s chance of recovery and stability. In light of recent
tragedies, a better solution to reducing gun violence includes
offering
community programs and preventive training in educational and
workplace environments to allow for early detection and
* Carolyn Reinach Wolf is an Executive Partner in the law firm
of Abrams, Fensterman,
Fensterman, Eisman, Formato, Ferrara & Wolf, LLP in New
York and Director of the firm’s
Mental Health Law practice. She holds a J.D. from Hofstra
University School of Law, an
8. M.S. in Health Services Administration from the Harvard
School of Public Health, and an
M.B.A. in Management from the Hofstra University School of
Business. Ms. Wolf’s
practice concentrates in the areas of mental health and health
care law. She represents
mental health and health care professionals; major hospital
systems and community
hospitals; institutional and community outpatient programs;
skilled nursing facilities; higher
education institutions; and individuals and families. She may
be reached via e-mail at
[email protected]
** Jamie A. Rosen is an Associate at Abrams Fensterman,
where she practices Mental
Health, Health Care, and Elder Law. She received her J.D. from
the Maurice A. Deane
School of Law at Hofstra University. She may be reached via e-
mail at
[email protected]
852 WOLF & ROSEN [Vol. 104
intervention. The current system does not support those in need
9. of
treatment and only serves to exacerbate the stigma associated
with
mental illness.
TABLE OF CONTENTS
INTRODUCTION
..........................................................................................
852
I. UNDERSTANDING MENTAL ILLNESS
...................................................... 855
II. GUN CONTROL LAWS AROUND THE UNITED STATES
.......................... 857
A. New York
................................................................................ 857
B. Illinois
..................................................................................... 860
C. Other State Gun Control Policies
............................................ 861
III. CONCERNS OF MEDICAL AND MENTAL HEALTH
PROFESSIONALS ..... 863
A. Barriers to Seeking Treatment
................................................ 863
B. Threatening the Duty of Confidentiality
10. ................................. 864
C. Alienating Those Who Need Treatment
................................. 865
IV. IMPROVING THE FLAWED MENTAL HEALTH SYSTEM
........................ 868
A. Allocating Resources and Increasing Access to Services for
Mental Health Treatment at the State Level ...........................
869
B. Preventative Training and Behavioral Intervention Teams
in Educational and Workplace Communities ..........................
872
C. Inconsistent Background Check Policies
................................ 875
CONCLUSION
.............................................................................................
877
INTRODUCTION
Recent mass shootings such as those at a grocery store in
Tucson,
Arizona,1 an elementary school in Newtown, Connecticut2 and
the Navy
Yard in Washington, D.C.,3 have motivated state governments
across the
11. 1 On January 8, 2011, twenty-two-year-old Jared Lee Loughner
opened fire outside a
supermarket in Tucson, Arizona, killing six people and badly
injuring then-Representative
Gabrielle Giffords. Marc Lacey & David M. Herszenhorn,
Congresswoman Is Shot in
Rampage near Tucson, N.Y. TIMES, Jan. 9, 2011, at A1.
2 On December 14, 2012, twenty-year-old Adam Lanza fatally
shot twenty children and
six adults at Sandy Hook Elementary School in Newtown,
Connecticut, and then committed
suicide. James Barron, Gunman Massacres 20 Children at
School in Connecticut; 28 Dead,
Including Killer, N.Y. TIMES, Dec. 15, 2012, at A1; Sandy
Hook Report Reveals Every Step
Adam Lanza Took on Killing Spree, HUFFINGTON POST
(Nov. 25, 2013, 3:16 PM), http://
www.huffingtonpost.com/2013/11/25/sandy-hook-report-
_n_4337482.html, archived at
http://perma.cc/D6D4-MWSL.
3 On September 16, 2013, thirty-four-year-old Aaron Alexis
killed twelve people and
wounded eight others in a mass shooting at a military facility at
the Washington Navy Yard.
12. Michael D. Shear & Michael S. Schmidt, 12 Shot to Death by
Lone Gunman at a Naval
2015] GUN CONTROL & MENTAL ILLNESS 853
country to draft policies that would more strictly limit the gun
rights of
those with mental illness.4 These policies contribute to the
belief that all
individuals with mental illness are dangerous. These tragedies
repeatedly
renew the debate over gun regulations as the appropriate
response to gun
violence,5 instead of raising awareness that these incidents may
have been
prevented if the perpetrator had received timely treatment.6
Policymakers
have not focused on treatment, modified existing restrictive
mental health
laws, or increased funding for mental health services. Instead,
they have
concentrated on gun control and taking guns out of the hands of
people who
suffer from mental illness or behavioral health issues, as well as
13. requiring
mental health professionals to report dangerous people to the
authorities.7
The problem with tying mental illness to the gun control debate
is that
people assume those with mental illnesses are more prone to
violence than
those without these issues.8 The truth is that individuals falling
into the
category of “mentally ill” only account for a small fraction of
all violent
conduct.9 Simply having a mental illness is not a strong
predictor of future
violence.10 Individuals who have exhibited dangerous
behaviors in the past,
have a criminal record, or have a history of drug abuse, for
example, are
much more likely to commit future violent crimes.11 In fact,
the risk of
Base, N.Y. TIMES, Sept. 17, 2013, at A1; Michael Pearson et
al., Navy Yard Shooting
Survivor: ‘I Got Lucky’, CNN (Sept. 18, 2013),
http://www.cnn.com/2013/09/18/us/navy-
14. yard-shooting-main/, archived at http://perma.cc/SAB9-F7AS.
4 Michael Luo & Mike McIntire, When Right to Bear Arms
Includes the Mentally Ill,
N.Y. TIMES, Dec. 22, 2013, at A1.
5 Katherine L. Record & Lawrence O. Gostin, Dangerous
People or Dangerous
Weapons: Keeping Arms away from the Dangerous in the Wake
of an Expansive Reading of
the Second Amendment, ADMIN. & REG. L. NEWS, Summer
2012, at 8, 8.
6 Katherine B. Cook, Revising Assisted Outpatient Treatment
Statutes in Indiana:
Providing Mental Health Treatment for Those in Need, 9 IND.
HEALTH L. REV. 661, 662
(2012).
7 See Luo & McIntire, supra note 4 (stating that the recent
mental health debate focuses
mostly “on two areas: requiring mental health professionals to
report dangerous people to the
authorities and expanding the mental health criteria for
revoking gun rights”).
8 See Douglas Mossman, The Imperfection of Protection
Through Detection and
Intervention, 30 J. LEGAL MED. 109, 136 (2009) (“Most
violence is not committed by
persons with mental illness.”), quoted in Adam Lamparello,
Why Wait Until the Crime
15. Happens? Providing for the Involuntary Commitment of
Dangerous Individuals Without
Requiring a Showing of Mental Illness, 41 SETON HALL L.
REV. 875, 891 (2011).
9 Marie E. Rueve & Randon S. Welton, Violence and Mental
Illness, PSYCHIATRY, May
2008, at 35, 36.
10 See Consortium for Risk-Based Firearms Policy
Recommends Evidence-Based
Changes to State and Federal Gun Policies, DEV. MENTAL
Predictors for future violence include “a history of violent
crime, perpetration of domestic
violence, alcohol abuse and drug abuse.” Id. at 3.
11 Id. See also James B. Jacobs & Jennifer Jones, Keeping
Firearms out of the Hands of
854 WOLF & ROSEN [Vol. 104
violence, if any, by a person suffering from a serious mental
illness may
increase when the proper treatment, support, and medication are
not
available.12
Many shootings, whether on a college campus or in a workplace
16. setting, could be prevented not solely through stricter gun
control laws,13
but rather through a higher level of mental health awareness in
these
respective communities and increased funding for community
and support
services. Unfortunately, funding for mental health care has
diminished
significantly; over the past few years, states have cut
approximately $4.35
billion from their mental health care budgets.14 While it is
important to
control access to firearms by those who are prone to violence
(not just those
with mental illness), it is more important that we fix the flawed
mental
health system, starting with increasing the funding for, and
availability of,
mental health services.
This Article will examine the ways in which recent gun control
laws in
the United States do or do not address relevant mental health
issues. Part I
17. presents an overview of mental illness and the importance of
ongoing
treatment throughout an individual’s lifetime. Part II discusses
different
current gun control laws across the United States and evaluates
their impact
on the mental health community. Part III explains the concerns
of medical
and mental health professionals, including the impact on doctor-
patient
relationships and confidentiality issues, among others. Part IV
explores
possible improvements to gun control laws and to the broken
mental health
system, such as the use of Behavioral Intervention Teams in
educational
and workplace environments. Finally, the Conclusion
reinforces the
argument that providing better mental health care resources for
those with
mental illness will do more in the long run to reduce violence
than more
stringent gun control laws.
18. the Dangerously Mentally Ill, 47 CRIM. L. BULL. 388, 408
(2011).
12 RON HONBERG ET AL., NAT’L ALLIANCE ON MENTAL
ILLNESS, STATE MENTAL HEALTH
CUTS: A NATIONAL CRISIS 2 (2011),
http://www.nami.org/ContentManagement/
ContentDisplay.cfm?ContentFileID=126233, archived at
http://perma.cc/6LUP-UPAB.
13 Morgan Stanley, Comment, Gun Control Is Not Enough: The
Need to Address Mental
Illness to Prevent Incidences of Mass Public Violence, 15
SCHOLAR 875, 877 (2013). “The
failure to take notice of warning signs, bullying, violent role
models, drug use, [and] societal
encouragement of violence and extremism,” among others, are
all potential reasons that gun
violence occurs. Id.
14 Mike Maciag, Spotlight Shifts to Mental Health and States’
Funding Cuts, GOVERNING
(Dec. 20, 2012), http://www.governing.com/blogs/by-the-
numbers/state-mental-health-
funding-costs-and-budgets.html, archived at
http://perma.cc/7LH6-5P7Y; see also 60
Minutes: Nowhere to Go, Help Wanted, Jay Leno, (CBS
television broadcast Jan. 26, 2014).
19. 2015] GUN CONTROL & MENTAL ILLNESS 855
I. UNDERSTANDING MENTAL ILLNESS
Mental illness refers to a diagnosed medical condition that
“often
result[s] in a diminished capacity for coping with the ordinary
demands of
life.”15 The significant behavioral or psychological symptoms
of these
illnesses result in the impaired ability to think, feel, and relate
to others.16
Early identification and access to treatment are extremely
important when it
comes to reducing symptoms and improving one’s quality of
life.17 There
is no “cure” for mental illness;18 in order to experience relief
from
symptoms, treatment (i.e., psychiatric medication,
psychotherapy, brain-
stimulation treatments, hospitalizations, residential treatment
programs, or
substance abuse counseling and support groups)19 must
continue over the
individual’s lifetime.20
20. The recovery or treatment process can span a lifetime, meaning
that
the individual participating needs individual strength, insight,
supportive
relationships, and community services in order to function in
society.21
There are two major aspects of recovery: first, stabilizing
symptoms and
restoring social function and, second, changing one’s attitudes
and feelings,
and developing a new meaning or purpose in one’s life.22 The
key to both
15 What Is Mental Illness?, NAT’L ALLIANCE ON MENTAL
ILLNESS, http://www.nami.org/
Template.cfm?Section=By_Illness (last visited Aug. 23, 2014),
archived at http://perma.cc/
ZSM3-KVPX. The DSM-5 defines “mental disorder” as “a
syndrome characterized by
clinically significant disturbance in an individual’s cognition,
emotional regulation, or
behavior that reflects a dysfunction in the psychological,
biological, or developmental
processes underlying mental functioning.” AM. PSYCHIATRIC
21. ASS’N, DIAGNOSTIC AND
STATISTICAL MANUAL OF MENTAL DISORDERS 20 (5th
ed. 2013).
16 NAT’L ALLIANCE ON MENTAL ILLNESS, supra note 15.
17 NAT’L INST. OF MENTAL HEALTH, DEP’T OF HEALTH
& HUMAN SERVS., PROGRAM
ANNOUNCEMENT 00-094, EARLY IDENTIFICATION AND
TREATMENT OF MENTAL DISORDERS IN
CHILDREN AND ADOLESCENTS, (May 17, 2000), available
at http://grants.nih.gov/grants/
guide/pa-files/PA-00-094.html, archived at
http://perma.cc/9QKU-6V5S.
18 Frequently Asked Questions: Treatments, NAT’L
ALLIANCE ON MENTAL ILLNESS,
http://www.nami.org/Template.cfm?Section=Frequently_Asked_
Questions&Template=/
ContentManagement/ContentDisplay.cfm&ContentID=79713
(last visited Aug. 23, 2014),
archived at http://perma.cc/5MC5-K3KM.
19 Mayo Clinic Staff, Treatments and Drugs, MAYO CLINIC,
http://www.mayoclinic.org/
diseases-conditions/mental-illness/basics/treatment/con-
20033813 (last updated May 3,
2014), archived at http://perma.cc/AJ27-56Z7.
20 See NAT’L ALLIANCE ON MENTAL ILLNESS, supra note
18. It is interesting to note,
22. however, that for certain mental illnesses, there may not be a
“cure,” but there is a possibility
that the individual no longer meets the criteria for diagnosis
after a period of treatment.
21 Press Release, Substance Abuse and Mental Health Servs.
Admin., SAMHSA
Announces a Working Definition of “Recovery” from Mental
Disorders and Substance Use
Disorders (Dec. 22, 2011, 10:00 AM),
http://www.samhsa.gov/newsroom/advisories/
1112223420.aspx, archived at http://perma.cc/6WYU-4K8V.
22 MIKE SLADE, RETHINK RECOVERY SERIES VOL. 1, 100
WAYS TO SUPPORT RECOVERY 4
856 WOLF & ROSEN [Vol. 104
aspects, however, is having a support system; a support group,
therapist,
friends, or family members are essential as the individual goes
through the
challenges of recovery.23 Working with a mental health
professional can
help the individual achieve treatment goals.24 The reality is
that there are
sometimes severe consequences for the individual if a mental
23. illness goes
untreated: unemployment, substance abuse, homelessness,
incarceration,
and suicide, among others.25 Through the use of medications
and
therapeutic services, most individuals suffering from a mental
illness can
minimize the impact of that mental illness on their life and
experience some
level of recovery.26
Despite the beneficial outcomes that individuals can experience
from
adequate mental health care, significant barriers exist, blocking
access to
that care. The high cost of mental health care, the shortage of
mental health
professionals around the country, and the public’s negative
attitudes about
mental illness all prevent individuals from seeking help.27
Additionally,
and with harmful consequences, recent gun control legislation
targets the
mentally ill which exacerbates the stigma about violence and
mental illness
24. and may deter individuals from seeking the care they need.
(2009), http://www.mentalhealthrecovery.com/recovery-
resources/documents/100_ways_to_
support_recovery1.pdf, archived at http://perma.cc/6D4W-
5GVD.
23 See Diane R. Gehart, The Mental Health Recovery
Movement and Family Therapy,
Part I: Consumer-Led Reform of Services to Persons Diagnosed
with Severe Mental Illness,
38 J. MARITAL & FAM. THERAPY 429, 433 (2012);
Recovery, MENTAL HEALTH FOUND.,
http://www.mentalhealth.org.uk/help-information/mental-
health-a-z/R/recovery/ (last visited
Aug. 24, 2014), archived at http://perma.cc/AA2D-7JJL.
Challenges include patients’
potential lack of insight that they have a mental illness and need
treatment for it, as well as
adverse side effects from psychiatric medication. Cook, supra
note
and a lack of available services are further challenges that many
individuals must overcome.
24 A mental health professional can help the individual form a
treatment plan, change
behaviors, and build self-esteem. Get Professional Help if You
25. Need It, MENTAL HEALTH
AM., http://www.mentalhealthamerica.net/get-professional-
help-if-you-need-it (last visited
Aug. 24, 2014), archived at http://perma.cc/BZ9A-CVJL.
Mental health professionals
include psychiatrists, psychologists, social workers, and case
managers. Id.
25 Consequences of Non-treatment, TREATMENT ADVOCACY
CTR., http://www.
treatmentadvocacycenter.org/problem/consequences-of-non-
treatment (last visited Aug. 24,
2014), archived at http://perma.cc/9SCZ-TDDT; What Is Mental
Illness: Mental Illness
Facts, NAT’L ALLIANCE ON MENTAL ILLNESS,
http://www.nami.org/template.cfm?section=
about_mental_illness (last visited Aug. 24, 2014), archived at
http://perma.cc/975B-SX3A.
26 Cook, supra note 6, at 668 n.45 (“Most people with serious
mental illness need
medication to help control symptoms.” (internal quotation
marks and citation omitted));
NAT’L ALLIANCE ON MENTAL ILLNESS, supra note 25.
27 Sarah Kliff, Seven Facts About America’s Mental Health-
Care System, WASH. POST
(Dec. 17, 2012),
http://www.washingtonpost.com/blogs/wonkblog/wp/2012/12/17
26. /seven-
facts-about-americas-mental-health-care-system/, archived at
http://perma.cc/PT6N-SWQ7.
2015] GUN CONTROL & MENTAL ILLNESS 857
II. GUN CONTROL LAWS AROUND THE UNITED STATES
The purpose of the federal and state gun reporting laws is to
ensure
that communities across the United States are safe from gun
violence. In
order to achieve this objective, those gun laws should be based
on
propensity or actual violence, not mental illness.
“[R]eactionary gun
control legislation28 fails to halt violent gun crime,” however,
“because [it]
do[es] not address the root causes of gun crime.”29
Nevertheless, several
states passed measures aimed specifically at keeping people
who are
mentally ill from accessing guns.30 State legislatures must
acknowledge
that it is more effective to aim our efforts at preventative
27. mental health
measures than to engage in endless gun control debate.31 This
Part will
discuss different gun control laws across the United States and
explore their
impact on the mental health system, highlighting two states that
have
recently targeted the mentally ill.
A. NEW YORK
After the shooting at Sandy Hook Elementary School,32 the
first gun
control bill to become law was the New York Secure
Ammunition and
Firearms Enforcement Act of 2013 (“SAFE Act”).33 The SAFE
Act is a
prime example of “reactionary gun control legislation”34 as it
was
essentially passed overnight.35 The intention behind passing
the SAFE Act
28 “Reactionary gun control legislation” refers to “an older
legislative practice of passing
or proposing laws subsequent to any instance of violent crime.”
Aimee Kaloyares, Annie,
28. Get Your Gun? An Analysis of Reactionary Gun Control Laws
and Their Utter Failure to
Protect Americans from Violent Gun Crimes, 40 S.U. L. REV.
319, 330 (2013).
29 Id. at 319. See Consortium for Risk-Based Firearms Policy
Recommends Evidence-
Based Changes to State and Federal Gun Policies, supra note 10,
at 6, for a list of
“categories of individuals at high risk of [gun] violence.”
30 See Mental Health Reporting Policy Summary, LAW CTR.
TO PREVENT GUN VIOLENCE
(Sept. 16, 2013), http://smartgunlaws.org/mental-health-
reporting-policy-summary/,
archived at http://perma.cc/8LQU-6RCQ (“Forty-three states
have laws that require or
authorize the reporting of some mentally ill people to the
federal NICS database or a state
database for use in firearm purchaser background checks.”).
31 Tom Rickhoff & Ellen Patterson, Dangerous Minds:
Addressing Violence and Serious
Mental Illness from One Judge’s Perspective, 76 TEX. B.J. 745,
747 (2013).
32 See Barron, supra note 2.
33 New York Secure Ammunition and Firearms Enforcement
(SAFE) Act, 2013 N.Y.
Sess. Laws 1 (McKinney) (codified as amended at N.Y.
29. MENTAL HYG. LAW § 9.46);
Governor Cuomo Signs Groundbreaking Legislation that Will
Give New York State the
Toughest Protections Against Gun Violence in the Nation,
GOVERNOR ANDREW M. CUOMO
(Jan. 15, 2013), https://www.governor.ny.gov/print/4847,
archived at http://perma.cc/72ZM-
2X4U.
34 Kaloyares, supra note 28, at 330.
35 The New York SAFE Act passed the New York State Senate
on January 14, 2013,
858 WOLF & ROSEN [Vol. 104
was to enhance public safety by preventing “criminals and the
dangerously
mentally ill” from purchasing a gun through the use of universal
background checks.36 This legislation significantly impacts all
mental
health professionals, but was created with “seemingly little
input from
[them].”37
Certain mental health professionals in New York are now
30. required to
report patients they deem dangerous to themselves or others.38
The SAFE
Act establishes Section 9.46 of the New York Mental Hygiene
Law, which
requires “physician[s], psychologist[s], registered nurse[s,]
[and] licensed
clinical social worker[s]”39 to report patients they believe are
“likely to
engage in conduct that would result in serious harm to self or
others” to
county authorities.40 This standard, as defined in Section 9.01
of the Mental
Hygiene Law, means “threats of or attempts at suicide or
serious bodily
harm” to self or “homicidal or other violent behavior” towards
others.41
The reporting requirement, which went into effect in March
2013, allows
revoke a
person’s firearms license and confiscate any weapons.42
“[E]ven if [the]
mental health clinician believes that the patient would respond
31. well to
treatment and has no reason to believe the patient owns [or has
access to] a
gun,” the professional must report the patient.43
passed the State Assembly on January 15, 2013, and was
delivered to and signed by
Governor Andrew Cuomo on the same day. New York Secure
Ammunition and Firearms
Enforcement (SAFE) Act, 2013 N.Y. Sess. Laws 1 (McKinney);
Bill No. S02230 Actions,
N.Y. STATE ASSEMBLY,
http://assembly.state.ny.us/leg/?default_fld=&bn=S02230&term
=&
Actions=Y (last visited Sept. 6, 2014), archived at
http://perma.cc/56T5-AQGY.
36 NY SAFE, GOVERNOR ANDREW M. CUOMO,
http://www.governor.ny.gov/nysafeact/
gun-reform (last visited Aug. 24, 2014), archived at
http://perma.cc/9FGK-2XXF. The
SAFE Act also toughens penalties on those who use illegal
guns, requires recertification of
firearm permits every five years, and strengthens the state’s ban
on high-capacity magazines
and assault weapons. NY SAFE Act: Introduction for Mental
32. Health Providers, N.Y. OFFICE
OF MENTAL HEALTH (Mar. 12, 2013),
http://www.omh.ny.gov/omhweb/safe_act/nysafe.pdf,
archived at http://perma.cc/W5VB-85G8.
37 Carolyn Reinach Wolf, NY Gun Control Bill: A Missed
Opportunity to Address Mental
Health Issues, HUFFINGTON POST (Jan. 22, 2013, 1:24 PM),
http://www.huffingtonpost.com/
carolyn-reinach-wolf/mental-health-new-york-gun-
control_b_2506727.html, archived at
http://perma.cc/QGK2-4SQS.
38 N.Y. MENTAL HYG. LAW § 9.46(b) (McKinney Supp.
2014).
39 Id. § 9.46(a).
40 Id. § 9.46(b).
41 N.Y. MENTAL HYG. LAW §§ 9.01(a), (b) (McKinney
2011).
42 New York Secure Ammunition and Firearms Enforcement
(SAFE) Act, 2013 N.Y.
Sess. Laws 1 (McKinney) (adding § 9.46 to the Mental Hygiene
Law).
43 Curtis Skinner, SAFE Act Registry of Mentally Ill Nets Few
Gun Permit Holders, THE
NEW YORK WORLD (June 3, 2013),
http://www.thenewyorkworld.com/2013/06/03/safe-act-
registry/, archived at http://perma.cc/RZ9R-5HS4 (quoting Beth
Haroules, senior staff
33. 2015] GUN CONTROL & MENTAL ILLNESS 859
In an attempt to improve public safety, the SAFE Act created a
statewide database of firearms license holders maintained by the
New York
State Police, which uses the database to determine whether a
particular
individual is qualified to possess a firearm.44 Through this
provision,
individuals who are the subject of a mental health professional’s
determination that they are likely to engage in dangerous
behavior are
disqualified.45 The SAFE Act amends the Mental Hygiene Law
to require
the Office of Mental Health (OMH) and the Office for People
with
Developmental Disabilities (OPWDD) to transmit the
information that is
being submitted to the federal database46 to the New York
Division of
Criminal Justice Services (DCJS) to determine whether a person
possesses
a firearms license, and if so, suspend or revoke that license.47
34. The person
must then surrender their license and all firearms;48 if they do
not, the police
are authorized to remove such weapons.49
Lastly, the SAFE Act expands New York State’s Assisted
Outpatient
Treatment (AOT) law, known as Kendra’s Law,50 which allows
courts to
order individuals who have a history of noncompliance with
treatment to
receive mental health services and treatment while living in the
community
(instead of commitment to a psychiatric facility).51 For
example, the SAFE
Act extends the duration of the initial court order of AOT from
six months
to one year52 and extends the AOT law until June 30, 2017.53
attorney at the New York Civil Liberties Union) (internal
quotation marks omitted).
44 OFFICE OF DIV. COUNSEL, N.Y. STATE POLICE, GUIDE
TO THE NEW YORK SAFE ACT FOR
MEMBERS OF THE DIVISION OF STATE POLICE 1 (Sept.
2013), http://www.nypdcea.org/pdfs/
35. NYSP_Safe_Act_Field_Guide.pdf, archived at
http://perma.cc/QH6G-EMA4.
45 Id. at 2.
46 The National Instant Criminal Background Check System
(NICS) was created under
the Brady Handgun Violence Prevention Act of 1993 to inform
Federal Firearms Licensees
as to whether they could proceed with a firearm sale. Brady
Handgun Violence Prevention
Act, Pub. L. No. 103-159, 107 Stat. 1536 (1993) (codified as
amended in scattered sections
of 18 U.S.C.).
47 N.Y. MENTAL HYG. LAW § 9.46 (McKinney Supp. 2014).
48 Id.
49 NYS OFFICE FOR PEOPLE WITH DEVELOPMENTAL
DISABILITIES, NYS OFFICE OF
MENTAL HEALTH, NEW YORK SECURE AMMUNITION
AND FIREARMS ENFORCEMENT ACT (NY
SAFE ACT), GUIDANCE DOCUMENT 2,
http://omh.ny.gov/omhweb/safe_act/guidance.pdf,
archived at http://perma.cc/J4GQ-ZVS3.
50 N.Y. MENTAL HYG. LAW § 9.60 (McKinney Supp. 2014).
51 Assisted Outpatient Treatment Laws, TREATMENT
ADVOCACY CTR., http://www.
treatmentadvocacycenter.org/solution/assisted-outpatient-
treatment-laws (last visited Sept. 6,
36. 2014), archived at http://perma.cc/RL9-78UR. Today, forty-
five states permit the use of
AOT. Id.
52 New York Secure Ammunition and Firearms Enforcement
(SAFE) Act, 2013 N.Y.
Sess. Laws 1 (McKinney) (amending MENTAL HYG. §
9.60(j)(2)).
53 MENTAL HYG. § 9.60.
860 WOLF & ROSEN [Vol. 104
There are several issues with the reporting requirement and the
attempted expansion of AOT. The concerns of medical and
mental health
professionals with respect to the reporting requirements in the
new gun
control legislation are discussed further in Part IV.54 As for
the problems
with the AOT expansion, the SAFE Act did not provide for
increased
funding to effectuate this expansion. An AOT order must
include care
coordination through the use of case management or Assertive
Community
Treatment (ACT) teams.55 Other possible components of an
37. AOT order
include alcohol or substance abuse counseling, blood or
urinalysis testing
for alcohol or illegal substances, medication management, and
supportive
housing.56 Without proper funding, the SAFE Act’s expansion
of AOT is
unlikely to be implemented successfully. It seems that New
York’s
reactionary gun control legislation is in need of major and
realistic reform.
B. ILLINOIS
Illinois also recently passed legislation to make it easier to
prevent
those with severe mental illness from purchasing a gun,57 but
avoided
addressing the underlying need for reformation of the flawed
mental health
system. The Firearm Concealed Carry Act was passed in July
2013 and
went into effect in January 2014.58 A provision contained
within this
legislation, the Firearm Owner Identification (FOID) Mental
Health
38. Reporting System, tightens the requirements of criminal and
mental health
background checks on applicants.59
Additionally, and analogous to New York’s system, some
mental
health practitioners are required under the new law to report
potentially
dangerous patients, which may harm doctor–patient trust.60
Specifically,
physicians, clinical psychologists, and qualified examiners61
must report
54 See infra Part IV.
55 MENTAL HYG. § 9.60(a)(1).
56 Id.
57 Firearm Concealed Carry Act, 430 ILL. COMP. STAT. ANN.
§ 66 (West 2014); Bonnie
Miller Rubin & Dahleen Glanton, State Grapples with Keeping
Guns from Mentally Ill, CHI.
TRIB., Sept. 29, 2013, §1 at 4.
58 § 66; Rubin & Glanton, supra note 57.
59 Press Release, Ill. Dep’t of Human Servs., Clarifies Who
Must Report Dangerous
Activity and What Constitutes “Clear and Present Danger” (Jan.
13, 2014), http://www.
39. dhs.state.il.us/page.aspx?item=69194&newssidebar=27893,
archived at http://perma.cc/
Y88Y-H9AD (stating that this online system is administered by
the Illinois Department of
Human Services).
60 Rubin & Glanton, supra note 57.
61 Qualified examiners include clinical social workers,
registered nurses, licensed clinical
professional counselors, and licensed marriage and family
therapists. 405 ILL. COMP. STAT.
ANN. § 5/1-122 (West 2011).
2015] GUN CONTROL & MENTAL ILLNESS 861
patients determined to pose “a clear and present danger”62 or to
be
developmentally disabled63 to the Illinois Department of
Human Services
(IDHS).64 The IDHS then cross-references the reported
individuals with the
Department of State Police FOID database and reports any
matches to the
police.65 The Act grants the police the authority to deny an
application for a
FOID card or revoke and seize a FOID card.66 It seems this
40. system was
created with the intention of reducing gun violence by taking
guns away
from the mentally ill. The system as it stands, however,
compromises
doctor–patient confidentiality and directly associates mental
illness with
violence.67
C. OTHER STATE GUN CONTROL POLICIES
While federal lawmakers failed to make any progress,68 several
states
passed gun control bills with the goal of preventing gun
violence.69 For
62 “Clear and present danger” is defined as “a person who . . .
communicates a serious
threat of physical violence against a reasonably identifiable
victim or poses a clear and
imminent risk of serious physical injury to himself, herself, or
another person.” Firearm
Owners Identification Card Act, 430 ILL. COMP. STAT. ANN.
§ 65/1.1 (West 2014).
63 Id. § 65/8.1(d)(1).
64 Id.
65 Id. § 65/8.1(c)–(d). To possess or purchase firearms or
41. ammunition, Illinois residents
must have a FOID card, which is issued by the Illinois State
Police. Id. § 65/2.
66 Id. § 65/8.
67 See infra Part III (discussing concerns of medical and mental
health professionals
when it comes to the reporting requirements in new gun control
legislation).
68 There was not a single federal law passed in the year after
the shooting at Sandy Hook
Elementary School that was aimed at gun violence prevention,
including legislation to
expand background checks. Lindsey Boerma, One Year After
Newtown, Congress Still
Stalled on Gun Control, CBS NEWS (Dec. 14, 2013, 7:02 AM),
http://www.cbsnews.com/
news/one-year-after-newtown-congress-still-stalled-on-gun-
control/, archived at http://
perma.cc/4BRY-FVED. In April 2013, the Senate blocked a
plan to expand background
checks as well as several other gun control measures. Jonathan
Weisman, Gun Control
Drive Blocked in Senate; Obama, in Defeat, Sees ‘Shameful
Day’, N.Y. TIMES, Apr. 18,
2013, at A1. President Barack Obama referred to this failure as
“a pretty shameful day for
42. Washington.” Id.
69 Maggie Clark, Year After Newtown, Many States Have Made
Changes in Gun Laws,
USA TODAY (Dec. 13, 2013, 4:03 PM),
http://www.usatoday.com/story/news/nation/2013/
12/13/stateline-newtown-gun-control-mental-health/4009051/,
archived at http://perma.cc/
9DY8-FH73. For example, Connecticut passed new gun control
measures, among the
strictest in the nation, shortly after Adam Lanza killed twenty
children and six adults at
Sandy Hook Elementary School in Newtown, Connecticut.
Ellen Wulfhorst, Judge Upholds
Connecticut Gun Control Law Passed After Newtown Shootings,
REUTERS (Jan. 30, 2014,
9:57 PM), http://www.reuters.com/article/2014/01/31/us-usa-
guncontrol-connecticut-
idUSBREA0U06H20140131, archived at http://perma.cc/8SJ7-
PBV2. See also Karen
Yourish et al., State Gun Laws Enacted in the Year Since
Newtown, N.Y. TIMES (Dec. 10,
2013), http://www.nytimes.com/interactive/2013/12/10/us/state-
gun-laws-enacted-in-the-
43. 862 WOLF & ROSEN [Vol. 104
example, Colorado,70 Connecticut,71 Delaware,72 Maryland,73
Nevada,74
New Jersey,75 and New York76 “now require background
checks for all gun
purchases in person or online, including at gun shows.”77 Even
states with
historically weak gun laws, such as Florida,78 Missouri,79 and
Texas,80 took
action to strengthen their gun control laws in 2013. These
states and many
others adopted new gun control provisions or laws with varying
degrees of
consequences for the mental health world.
year-since-newtown.html, archived at http://perma.cc/SD4K-
6ESS.
70 Colorado requires background checks for all sales at gun
shows. COL. REV. STAT.
§ 12-26.1-101 (2013).
71 Connecticut requires background checks for all gun,
ammunition, and magazine sales.
CONN. GEN. STAT. ANN. § 29-361 (West 2013).
72 Delaware requires background checks for all private gun
sales. DEL. CODE ANN. tit.
44. 11, § 1448A(a) (Supp. 2012).
73 Maryland requires applicants for handgun licenses to submit
fingerprints to the state
police. MD. CODE ANN., PUB. SAFETY § 5-118 (LexisNexis
2012); Handgun Qualification
License, DEP’T OF MD. STATE POLICE,
https://www.mdsp.org/Organization/
SupportServicesBureau/LicensingDivision/MainLicensingPage/
LicensingandRegistration/
Firearms/HandgunQualificationLicense.aspx (last visited
August 29, 2014), archived at
http://perma.cc/G5LD-A7MK.
74 Licensed firearms dealers in Nevada must process each sale
or transfer through the
Nevada Department of Public Safety “Brady Point of Sale
Program.” See Background
Checks in Nevada, available at
http://smartgunlaws.org/background-checks-in-nevada/,
archived at http://perma.cc/L855-DA9X. Further, Nevada
allows private individuals to
request a background check before transferring a firearm. NEV.
REV. STAT. § 202.254
(LexisNexis Supp. 2013).
75 New Jersey requires background checks prior to issuing a
permit for all firearms sales.
45. 76 New York requires background checks for all private gun
sales. N.Y. GEN. BUS. LAW
§ 898 (McKinney Supp. 2014); N.Y. PENAL LAW § 400.00
(McKinney Supp. 2014).
77 Clark, supra note 69.
78 Florida expanded existing state law to restrict anyone who is
voluntarily committed for
treatment from purchasing a gun. FLA. STAT. ANN. §
790.065(2)(a)(4)(b)(II) (West Supp.
2014); Florida Mental Illness Gun Control Bill Passes,
HUFFINGTON POST (Apr. 30, 2013,
3:37 PM), http://www.huffingtonpost.com/2013/04/30/florida-
guns-mentally-ill_n_3187474.
html, archived at http://perma.cc/N3V3-3E6Q. Now those
individuals will be reported to
Florida’s Mental Competency Database (MECOM) and to the
NICS. Id. Previously, only
those individuals who were involuntarily committed under
Florida’s Baker Act were
prohibited from purchasing a gun. Id.
79 Missouri requires background checks for concealed-carry
permit applicants. MO.
ANN. STAT. § 571.101 (West Supp. 2014).
80 S.B. 1189, 83d Leg. Reg. Sess. (Tex. 2013). Texas has
implemented new regulations
46. that allow law enforcement to confiscate weapons from
individuals in mental health crisis
situations. Dan Freedman, State Revises Mental Crisis Policy,
HOUS. CHRON., Oct. 19, 2013,
at A1. Texas law states that police cannot give a seized weapon
back to the individual if he
or she has had court-ordered in-patient psychiatric treatment.
Id.
2015] GUN CONTROL & MENTAL ILLNESS 863
The sad truth is that none of the recently enacted state gun laws
will
likely prevent major acts of gun violence. For example, the
mental health
professionals who examined Adam Lanza81 said he was not a
risk to himself
or to others.82 Further, Lanza used guns and ammunition
purchased legally
by his mother.83 Aaron Alexis84 was never convicted of a
crime or
involuntarily committed to a psychiatric hospital, both of which
might have
led to his name being entered into a federal database.85 Instead
47. of
developing new legislation focused on keeping guns out of the
hands of
those with mental illness, legislation should call for increased
funding and
awareness of mental health issues that will help identify,
intervene,
evaluate, and oversee the mentally ill. Being proactive and
preventive
means a greater possibility of treatment, recovery and stability
for those
individuals suffering from a mental illness.
III. CONCERNS OF MEDICAL AND MENTAL HEALTH
PROFESSIONALS
A. BARRIERS TO SEEKING TREATMENT
Recent gun control legislation creates a barrier to participation
in
counseling and treatment and further stigmatizes those suffering
from a
mental illness. Instead of focusing on treatment and recovery,
new gun
control legislation asks mental health professionals to predict
which patients
48. may act on their violent thoughts.86 This type of legislation
adds to the
negative stereotype that individuals with mental illness are
more prone to
violence. For the most part, medical and mental health
practitioners are
frustrated with recent attempts to legislate gun restrictions and
sweep in
mental illness.87
81 See Barron, supra note 2.
82 Clark, supra note 69.
83 Id.
84 See Shear & Schmidt, supra note 3.
85 See 18 U.S.C. § 922(d)(4) (2012) (prohibiting the sale of
firearms to certain
individuals with a history of mental illness); id. § 922(t)(1)(A)
(requiring licensed dealers to
request a background check prior to transfer of a firearm);
Rubin & Glanton, supra note 57.
86 Dinah Miller, Gun Control and Mandatory Reporting of
Dangerous Patients,
PSYCHOL. TODAY (Jan. 22, 2013)
http://www.psychologytoday.com/blog/shrink-rap-today/
201301/gun-control-and-mandatory-reporting-dangerous-
patients, archived at http://
49. perma.cc/XG9H-68S7. See, e.g., N.Y. MENTAL HYG. LAW §
9.46(b) (McKinney Supp.
2014) (requiring mental health professionals to report to the
director of community services
when such professionals “determine[], in the exercise of
reasonable professional judgment,
that [a patient] is likely to engage in conduct that would result
in serious harm to self or
others”).
87 See Malcolm Ritter & Lindsey Tanner, Mental Health
Experts Worry New York Gun
Laws May Discourage Proper Treatment, HUFFINGTON POST
(Jan. 15, 2013, 1:20 PM),
http://www.huffingtonpost.com/2013/01/15/mental-health-
experts-new-york-gun-law_n_
864 WOLF & ROSEN [Vol. 104
B. THREATENING THE DUTY OF CONFIDENTIALITY
New gun control laws that contain provisions requiring certain
mental
health professionals to report patients to the state, such as the
New York
SAFE Act, are quite troubling. “The duty of confidentiality
50. between a
doctor and patient is one of the core guiding principles of the
practice of
medicine.”88 In order to effectively treat individuals with
mental illness,
patients must trust that any “disclosure of their inner thoughts
and
feelings[—]including anger, hostilities, and resentments”—is
kept
confidential.89 This type of reporting requirement amounts to
an invasion
of patient privacy, forcing the professional to break a perceived
bond of
confidentiality and causing a “chilling effect” on those seeking
help.90
The mental health reporting requirements recently passed by
many
state legislatures91 threaten doctor–patient trust; patients may
fear that their
openness will lead to a report to a federal or state database and
may
jeopardize their current or future employment and gun
license.92 This
directly impacts the formation of a doctor–patient relationship
51. and may cut
off the mentally ill from the social support and medical or
mental health
care that is necessary for their recovery.93 This type of
legislation may have
the unintended consequence of reducing the number of
individuals who
seek treatment, which, in turn, could result in an increase of the
occurrence
2480508.html, archived at http://perma.cc/K458-M5HF; see also
Violence, Mental Illness
and Gun Reporting Laws, NAT’L ALLIANCE ON MENTAL
ILLNESS (Mar. 2013), http://www.
nami.org/Template.cfm?Section=NAMI_Policy_Platform&Temp
late=/ContentManagement/
ContentDisplay.cfm&ContentID=153162, archived at
http://perma.cc/65G8-8XM6.
88 Press Release, N.Y. State Psychiatric Ass’n, NYSPA Issues
Press Release on SAFE
Act Reporting Requirements,
http://www.nyspsych.org/index.php?option=com_content&
view=article&id=53:safe-act-press-release&catid=20:site-
content, archived at http://
perma.cc/C247-VL9Q. See COUNCIL ON ETHICAL &
52. JUDICIAL AFFAIRS, AM. MED. ASS'N,
CODE OF MEDICAL ETHICS § 5.05 (2007)). See also AM.
MED. ASS’N, PRINCIPLES OF
MEDICAL ETHICS § 4 (2001), available at http://www.ama-
assn.org/ama/pub/physician-
resources/medical-ethics/code-medical-ethics/principles-
medical-ethics.page, archived at
http://perma.cc/HE3V-65HC (“A physician shall . . . safeguard
patient confidences and
privacy within the constraints of the law.”).
89 Press Release, N.Y. State Psychiatric Ass’n, supra note 88.
90 Jeffrey Swanson, Mental Illness and New Gun Law Reforms:
The Promise and Peril of
Crisis-Driven Policy, 309 JAMA 1233, 1233 (2013).
91 See LAW CTR. TO PREVENT GUN VIOLENCE, supra note
30.
92 Tamer El-Ghobashy, Law’s Mental-Health Provision Draws
Ire, WALL ST. J., Jan. 16,
2013, at A17; Robert David Jaffee, Gun-Control Laws Could
Have Chilling Effect on
Psychiatric Treatment, HUFFINGTON POST (Jan. 18, 2013,
12:08 PM), http://
www.huffingtonpost.com/robert-david-jaffee/gunc-ontrol-laws-
mental-
illness_b_2492054.html, archived at http://perma.cc/FRQ9-
6Z45.
53. 93 Ritter & Tanner, supra note 87 (quoting Dr. Paul Appelbaum,
Columbia University)
(stating that people who need treatment may not report their
“disturbing impulses” or may
not seek treatment at all).
2015] GUN CONTROL & MENTAL ILLNESS 865
of suicide or violence.94 Treatment is an essential piece of
recovery from a
mental illness, and new mental health reporting systems pose
“one more
obstacle” to obtaining such treatment.95
There are reporting rules already in place whereby mental
health
professionals do not have to potentially break a bond of trust.
For example,
“[m]ental-health professionals already have an ethical
obligation to respond
to threats of violence, such as warning potential victims of
possible
threats.”96 The common law duty to warn was initially
articulated in a 1976
California Supreme Court case, Tarasoff v. Regents.97 The
54. Tarasoff court
held that when a mental health professional determines that a
patient poses
a serious danger of violence to another individual, the
professional has an
“obligation to use reasonable care to protect the intended victim
against
such danger.”98 Since 1976, “duty to warn” statutes were
adopted in most
jurisdictions and have expanded to include a wide variety of
health care
practitioners.99 Unlike the permissive Tarasoff duty to warn,
recent gun
control laws, such as the New York SAFE Act, mandate
reporting and
allow for police to remove an individual’s firearms.100 The
new mandatory
reporting laws in many states require clinicians to break
confidentiality
before exhausting clinical remedies.101 While new gun control
legislation
may enhance public safety, it comes at a price: creating another
barrier for
those pursuing treatment.
55. C. ALIENATING THOSE WHO NEED TREATMENT
The stigma associated with mental illness is prevalent among
the
individuals who suffer from a mental illness as well as among
the general
94 Miller, supra note 86.
95 Tina Sfondeles & Monifa Thomas, Proposed Gun Laws
Could Stigmatize Mental
Illness, Advocates Fear, CHI. SUN-TIMES (Mar. 27, 2013, 3:28
PM), http://www.
suntimes.com/18256919-761/gun-laws-could-fuel-mental-
health-stigma-advocates-fear.
html#.U33tYFhdV7o, archived at http://perma.cc/NR8Y-9SC9
(quoting Dr. Paul S.
Applebaum, Columbia University).
96 El-Ghobashy, supra note 92.
97 Tarasoff v. Regents of Univ. of Cal., 551 P.2d 334 (Cal.
1976).
98 Id. at 340. The professional can fulfill that duty by notifying
police that an individual
may be in danger, warning the potential victim, or by taking
other reasonable steps to protect
the threatened individual. Id.
99 Fillmore Buckner & Marvin Firestone, “Where the Public
Peril Begins”: 25 Years
56. After Tarasoff, 21 J. LEGAL MED. 187, 187 (2000).
100 Mental Health Professionals’ Duty to Protect/Warn, NAT’L
CONFERENCE OF STATE
LEGISLATURES (Jan. 2013),
http://www.ncsl.org/research/health/mental-health-
professionals-
duty-to-warn.aspx, archived at http://perma.cc/47J-3G2H.
101 El-Ghobashy, supra note 92.
866 WOLF & ROSEN [Vol. 104
population.102 The stigma adversely affects the mentally ill
individual’s
“pursuit of treatment, employment and income, self-worth, and
family.”103
Many individuals suffering from a mental illness report that the
way in
which other people judge them is “one of their greatest barriers
to a
complete and satisfying life.”104 An individual’s willingness
to comply
with treatment is adversely affected by the stigma associated
with having a
mental illness. Stigma affects self-esteem, social functioning,
and
57. willingness to comply with medications.105 To further
compound the
negative stereotype, mental illness is commonly associated with
violence.106
Stigma has led to fear, prejudice, and discrimination toward
individuals
suffering from a mental illness.107
The negative portrayal of mental illness in the media
exacerbates the
misinformation about mental illness available to the public108
and
contributes to the fact that stigma is “the most formidable
obstacle to future
progress in the arena of mental illness.”109 Media coverage
often solidifies
the mistaken belief that these individuals should be avoided or
feared due to
their propensity for violence and unpredictability.110 Pictures
of James
Holmes with his hair dyed orange;111 Jared Loughner’s
mugshot grin;112 and
102 Aviv Shamash, A Piecemeal, Step-by-Step Approach
Toward Mental Health Parity,
58. 103 DAVID WHALEN, CANADIAN MENTAL HEALTH
ASS’N, THE STIGMA ASSOCIATED WITH
MENTAL ILLNESS 2, http://www.cmhanl.ca/pdf/Stigma.pdf,
archived at http://perma.cc/
6NX3-W3NR; see also Bruce G. Link et al., The Consequences
of Stigma for the Self-
Esteem of People with Mental Illnesses, 52 PSYCHIATRIC
SERVICES 1621, 1621 (2001)
(finding that the stigma of mental illness can lead to a
significant loss of self-esteem as well
as discrimination in the workplace).
104 Stigma and Discrimination, CANADIAN MENTAL
HEALTH ASS’N, http://
ontario.cmha.ca/mental-health/mental-health-conditions/stigma-
and-discrimination/ (last
visited Sept. 6, 2014), archived at http://perma.cc/WFR2-R6VX.
105 Deborah A. Perlick, Special Section on Stigma as a Barrier
to Recovery:
Introduction, 52 PSYCHIATRIC SERVICES 1613, 1613 (2001).
106 Maria A. Morrison, Changing Perceptions of Mental Illness
and the Emergence of
Expansive Mental Health Parity Legislation, 45 S.D. L. REV. 8,
9 (2000).
107 Id.; see also Michael J. Fitzpatrick, How Shootings
Stigmatize People Living with
59. Mental Illness, NAT’L ALLIANCE ON MENTAL ILLNESS
BLOG (Sept. 23, 2013), http://
blog.nami.org/2013/09/how-shootings-stigmatize-people-
living.html, archived at http://
perma.cc/9EKS-5LAX.
108 WHALEN, supra note 103, at 2.
109 Perlick, supra note 105, at 1613 (quoting the Surgeon
General’s 1999 report on
mental health) (internal quotation marks omitted).
110 CANADIAN MENTAL HEALTH ASS’N, supra note 104.
111 Erica Goode et al., Before Gunfire, Hints of ‘Bad News’,
N.Y. TIMES, Aug. 27, 2012,
at A1. On July 20, 2012, twenty-four-year-old James Holmes
opened fire inside a movie
theater in Aurora, Colorado, killing twelve people and injuring
approximately fifty-nine.
Dan Frosch & Kirk Johnson, Gunman Kills 12 at Colorado
Theatre; Scores Are Wounded,
2015] GUN CONTROL & MENTAL ILLNESS 867
images of Seung-Hui Cho holding a gun to his head113 incite
fear, rather
than understanding. After the passage of the NY SAFE Act in
January
60. 2013, New York Governor Andrew Cuomo said “people who
have mental
health issues should not have guns . . . they could hurt
themselves. They
could hurt other people.”114 Statements like this, especially
made by
individuals in a position of power, add to the misconception that
all
individuals with a mental illness are violent.
The truth is that mental illness is not a major risk factor when it
comes
to potential for violence.115 In fact, the U.S. Surgeon General
has found that
“the overall contribution of mental disorders to the total level of
violence in
society is exceptionally small.”116 Most individuals suffering
from mental
illness are more often victims of violence than perpetrators.117
However, if
an individual suffering from mental illness is aggressive or
violent, treating
that individual significantly decreases any potential for
violence.118
Treatment—such as the use of antipsychotic medications or
61. court-ordered
assisted outpatient treatment—has resulted in the reduction of
aggressive
behavior or violence.119 By stigmatizing mental illness and
associating it
Reviving Debate, N.Y. TIMES, July 21, 2012, at A1; Jack
Healy, Death Penalty Is Sought in
Shooting at Theater, N.Y. TIMES, April 2, 2013, at A13.
112 See generally Dan Barry, Looking Behind the Mug-Shot
Grin, N.Y. TIMES, Jan. 16,
2011, at A1.
113 ‘This Is Where It All Ends. End of the Road.’ Chilling
Words Before the Slaughter,
MAILONLINE.COM (Apr. 19, 2007, 5:19 PM),
http://www.dailymail.co.uk/news/article-
449448/This-ends-End-road-Chilling-words-slaughter.html,
archived at http://perma.cc/
3Q5N-C3ZE. Please be advised that most news sources have
removed this image from their
websites. On April 16, 2007, Seung-Hui Cho, a senior at
Virginia Tech, shot and killed
thirty-two people and wounded seventeen others before
committing suicide. VA. TECH
REVIEW PANEL, MASS SHOOTINGS AT VIRGINIA TECH 5
62. (2007), available at http://www.
washingtonpost.com/wp-srv/metro/documents/vatechreport.pdf,
archived at http://perma.cc/
5WB-TC4W. At the time, this massacre was the deadliest
shooting incident by a single
gunman in U.S. history. Christine Hauser & Anahad O’Connor,
Virginia Tech Shooting
Leaves 33 Dead, N.Y. TIMES (Apr. 16, 2007),
http://www.nytimes.com/2007/04/16/us/
16cnd-shooting.html?pagewanted=all, archived at
http://perma.cc/S8LK-D4XP.
114 Elizabeth Flock, Gun Control Debate Clouds Definition of
Mentally Ill, U.S. NEWS &
WORLD REP. (Apr. 3, 2013, 5:26 P.M.),
http://www.usnews.com/news/articles/2013/04/03/-
gun-control-debate-clouds-definition-of-mentally-ill, archived
at http://perma.cc/DTE3-
KQZ3.
115 Rueve & Welton, supra note 9, at 36.
116 U.S. PUB. HEALTH SERV., DEP’T OF HEALTH &
HUMAN SERVS., MENTAL HEALTH 7
(1999), available at
https://ia601801.us.archive.org/0/items/mentalhealthrepo00unit/
mentalhealthrepo00unit.pdf, archived at http://perma.cc/9UNK-
SCY5.
117 HONBERG ET AL., supra note 12, at 2.
63. 118 E. Fuller Torrey, Stigma and Violence: Isn’t It Time to
Connect the Dots?,
SCHIZOPHRENIA BULLETIN 1 (June 7, 2011),
http://schizophreniabulletin.oxfordjournals.org/
content/early/2011/06/04/schbul.sbr057.full.pdf, archived at
http://perma.cc/Y88A-G5J7.
119 Id. at 2.
868 WOLF & ROSEN [Vol. 104
with violence, we are depriving many individuals of the
opportunity to
participate in treatment and improve their quality of life.
For individuals with mental illness to recover, meaning “live,
work,
learn and participate fully in their communities,”120 those
individuals must
receive treatment and support. This means that as a society, we
should be
more accepting and respectful of those individuals suffering
from a mental
illness. Education and raising awareness about mental illness is
possibly
the best way to reduce stigma and increase understanding.121
Evidence
64. shows that individuals who are well informed about mental
illness are less
likely to stigmatize the mentally ill.122 Preventing
discrimination is equally
important; we should not discriminate against those with mental
illness
when it comes to housing,123 employment,124 or education.125
Stigma
against individuals with mental illness prevents many of them
from seeking
treatment and denies them access to the support systems they
need to
recover.126
IV. IMPROVING THE FLAWED MENTAL HEALTH SYSTEM
When reflecting on the recent tragic events in the United States
involving gun violence, it seems that the gaps in the nation’s
mental health
120 SAGINAW CNTY. CMTY. MENTAL HEALTH AUTH.,
OVERCOMING THE STIGMA OF
MENTAL ILLNESS 4, available at
https://www.sccmha.org/anti-stigma/sccmha%
201in5_wbrg.pdf (last visited Sept. 6, 2014), archived at
65. http://perma.cc/DV4-J473.
121 WHALEN, supra note 103, at 4.
122 David L. Penn & Shannon M. Couture, Strategies for
Reducing Stigma Toward
Persons with Mental Illness, 1 WORLD PSYCHIATRY ASS’N
20, 20 (2002).
123 “[T]he stigma related to housing [is] labelled as ‘Not in My
Back Yard,’” meaning
that residents of a community may wish to exclude mentally ill
individuals from moving into
their community. WHALEN, supra note 103, at 2.
124 Individuals suffering from a mental illness may have
difficulties securing
employment, lose respect or responsibility, or experience a lack
of opportunity to advance in
the workplace. Elaine Brohan & Graham Thornicroft, Stigma
and Discrimination of Mental
Health Problems: Workplace Implications, 60
OCCUPATIONAL MED. 414, 414 (2010).
125 Higher education administrators often take harsh
disciplinary action against students
with mental illness. Kim Lachance Shandrow, Discrimination
Against Students with Mental
Health Issues on the Rise, HEALTHCENTRAL,
http://www.healthcentral.com/depression/news-
210912-5.html (last visited Sept. 6, 2014), archived at
http://perma.cc/LQ88-ADLZ.
66. Students may be forced to leave campus after seeking help for
mental health issues rather
than being offered counseling and treatment. Id. Schools fear
violent outbursts and liability
issues. Id. Furthermore, many higher education settings do not
have sufficient funding or
services available, both of which are necessary to treat students
with mental health issues,
forcing students to drop out. DARCY GRUTTADARO &
DANA CRUDO, NAT’L ALLIANCE ON
MENTAL ILLNESS, COLLEGE STUDENTS SPEAK: A
SURVEY REPORT ON MENTAL HEALTH 8,
https://www.nami.org/Content/NavigationMenu/Find_Support/
NAMI_on_Campus1/collegereport.pdf, archived at
http://perma.cc/4GXN-S3DF.
126 CANADIAN MENTAL HEALTH ASS’N, supra note 104.
2015] GUN CONTROL & MENTAL ILLNESS 869
system, rather than loose gun laws, are to blame. Gun
legislation is not
effective at keeping guns out of the hands of a dangerous
individual before
67. an act of violence occurs,127 and the mental health system has
failed to
identify those individuals who are a danger to themselves or
others. Many
Americans simply are not getting the mental health care that
they need,128 a
sad truth that is only exacerbated by budget cuts and closings of
mental
health facilities. A better solution is to (1) amend current state
mental
health laws to increase funding and provide more readily
accessible and
comprehensive mental health services; (2) offer community
programs and
preventive training to allow for early interventions; and (3) fix
the flaws in
the federal and state background check systems.
A. ALLOCATING RESOURCES AND INCREASING ACCESS
TO SERVICES
FOR MENTAL HEALTH TREATMENT AT THE STATE
LEVEL
While strengthening gun laws is an important piece of reducing
gun
violence, the bigger issue is the need for funding of mental
68. health treatment
and the need for increased access to such services. However,
and quite
shockingly, states have made significant budget cuts to mental
health
programs and resources over the past several years.129 From
fiscal year
2009 through 2012, states cut mental health budgets by a
combined amount
127 See supra notes 81–85 and accompanying text. Further,
and more recently, on May
23, 2014, Elliot Rodger, a twenty-two-year-old male, killed six
people and wounded thirteen
before committing suicide in Santa Barbara County, California.
Paul M. Barrett, Santa
Barbara Massacre Defies Gun Control, Mental Health Proposals:
4 Blunt Points,
BLOOMBERG BUSINESSWEEK (May 27, 2014),
http://www.businessweek.com/articles/2014-
05-27/santa-barbara-massacre-defies-gun-control-mental-health-
proposals-4-blunt-points,
archived at http://perma.cc/3X72-3UC3. Despite the fact that
California has “some of the
69. toughest gun-control laws in the country,” Rodger was able to
purchase the guns used in this
shooting, passing all background checks. Id.
128 Many American adults cannot afford the cost of care, do not
know where to go for
services, worry about the community having a negative opinion,
or do not want others to
find out, or fear the possible negative effect on one’s job. Sy
Mukherjee, Study: Americans
Just Can’t Afford Mental Health Treatment, THINK PROGRESS
(Jan. 24, 2013 4:50 PM)
http://thinkprogress.org/health/2013/01/24/1489091/americans-
just-cant-afford-mental-
health-treatment/#, archived at http://perma.cc/VDT2-ZPYZ.
129 Nicole Fisher, Mental Health Loses Funding as Government
Continues Shutdown,
FORBES (Oct. 10, 2013, 12:06 PM),
http://www.forbes.com/sites/theapothecary/2013/10/10/
mental-health-loses-funding-as-government-continues-
shutdown/, archived at http://
perma.cc/KCT9-Z35Z. “According to the National Alliance on
Mental Illness (NAMI),
California cut its mental health budget by $587.4 million
between 2009 and 2011, New York
by $132 million, and Illinois by $113.7 million.” Michael
70. Ollove, Easiest Path to Mental
Health Funding May Be Medicaid Expansion, STATELINE (Jan.
18, 2013), available at http://
www.kaiserhealthnews.org/stories/2013/january/18/state-
mental-health-funding-medicaid.
aspx, archived at http://perma.cc/89EQ-68BZ.
870 WOLF & ROSEN [Vol. 104
of $4.35 billion.130 The services affected “include community
and hospital-
based psychiatric care, [supportive] housing, and access to
medications.”131
For example, in Illinois, state budget cuts of approximately
$114 million
between 2009 and 2011132 led to the closure of six of the
twelve mental
health clinics that existed in Chicago.133 These budget cuts, in
Illinois and
around the country, eliminate essential services to those with
mental illness.
Reducing the availability of necessary programs and support
services
can worsen conditions and have an adverse effect on
71. communities around
the country.134 Cutting mental health budgets so drastically
forces
individuals with mental illness to overwhelm emergency rooms,
community
hospitals, homeless shelters, and correctional facilities.135 The
costs of
emergency treatment and the use of law enforcement personnel
and
resources will force states to spend more money in the long
run.136
Individuals suffering from a mental illness need increased
access to and
funding for AOT, outpatient treatment programs, residential
treatment
programs, psychiatric case management, and appropriate
psychiatric
housing, among others.
Access to adequate mental health services and compliance with
court-
ordered treatment are essential components of the recovery
process. Aaron
Alexis was exhibiting signs of mental illness for many years
leading up to
72. the tragic shooting;137 he is a prime example of an individual
with a mental
illness who was living in the community, but not receiving
adequate
community-based mental health services. If Alexis’s red flag
behaviors
were identified and treated—perhaps after one of his multiple
run-ins with
the law and naval officials138—the shooting at the Navy Yard
could have
130 Maciag, supra note 14.
131 HONBERG ET AL., supra note 12, at 1.
132 Monifa Thomas, States Make Deep Cuts in Mental Health
Funding, CHI. SUN-TIMES
(Mar. 12, 2011),
http://www.suntimes.com/news/metro/4224421-418/states-
make-deep-cuts-
in-mental-health-funding.html, archived at
http://perma.cc/MHF9-UNAC.
133 Fisher, supra note 129.
134 HONBERG ET AL., supra note 12, at 4 (stating that the
consequences of decreased
funding and services “include frequent visits to emergency
rooms, hospitalizations,
homelessness, entanglement with juvenile and criminal justice
73. systems, . . . premature deaths
and suicides”).
135 Id. at 1.
136 See id. at 8.
137 See Ben Wolfgang, Aaron Alexis’ History Renews Debate
Between Mental Issues,
Gun Crimes, WASH. TIMES (Sept. 18, 2013),
http://www.washingtontimes.com/news/2013/
sep/18/shooters-history-renews-debate-between-mental-
issu/?page=all, archived at http://
perma.cc/832Q-EQGU. Alexis may have been suffering from
post-traumatic stress disorder,
as well as paranoia, hearing voices, and other issues. Id.
138 Alexis was involved in two shooting incidents in 2004 and
2010 in Fort Worth, Texas
and Seattle, Washington. Kevin Johnson et al., Signs of
Trouble, but Motive a Mystery, USA
2015] GUN CONTROL & MENTAL ILLNESS 871
been prevented. Keeping people with mental illness in the
community
rather than in a more costly acute or long-term hospital care is a
good idea
in theory, but, in reality, there is insufficient planning, funding,
and support
74. for these community-based services and for oversight such as
psychiatric
case management.
Pennsylvania Representative Tim Murphy took a step in the
right
direction when he introduced legislation in December 2013
aimed at
solving many of the problems raised by mental health
professionals,
individuals, and families suffering because of the broken mental
health
system.139 The Helping Families in Mental Health Crisis Act
of 2013
proposes increased funding for AOT programs and mental
health courts as
alternatives to inpatient hospitalization, among many other
reforms.140
Representative Murphy also tackled the privacy issues of the
Health
Information Portability and Accountability Act (HIPAA) and
the Family
Educational Rights and Privacy Act (FERPA).141 Specifically,
Murphy
75. proposed that caregivers should have access to the individual’s
“protected
health information” or “certain education records” to protect the
“health,
safety, or welfare of such individual.”142 This type of access,
which enables
family support, is crucial when it comes to recovery. With the
proper
community supports in place, individuals with mental illness
will have an
easier time transitioning from institutional settings to
community-based
care.143
This country’s obsession with gun control as the means of
reducing
violence has steered us off-track; we must focus on allocating
funds for
mental health services and increasing the availability of these
services for
the mentally ill. Individuals living with mental illness can, and
often do,
TODAY, Sept. 17, 2013, at 3A.
139 REP. TIM MURPHY, THE HELPING FAMILIES IN
MENTAL HEALTH CRISIS ACT 1,
76. available at http://murphy.house.gov/uploads/Summary.pdf,
archived at http://perma.cc/
CR4Z-HGAV.
140 Helping Families in Mental Health Crisis Act of 2013, H.R.
3717, 113th Cong. § 705
(2013). Ron Hernberg & Andrew Sperling, NAT’L ALLIANCE
ON MENTAL ILLNESS, MENTAL
HEALTH LEGISLATION IN CONGRESS (2013) (describing
NAMI’s position on the Helping
Families in Mental Health Crisis Act of 2013) available at
http://www.nami.org/
Content/Microsites275/NAMI_Greater_Orlando/Home263/Welc
ome_to_NAMIGO!1/
NAMI_National_Email_MurphyMemoFinal.pdf, archived at
http://perma.cc/9QKU-6V5S.
Mental health courts provide an alternative to incarcerating the
mentally ill such as
community-based treatment. See also MURPHY, supra note
141 The proposed bill will reform federal privacy laws that
often prevent family members
or “caregivers” from accessing their relative’s medical records.
H.R. 3717, supra note140,
77. 143 Kim Williams, Crucial Time for Change: NYS’s Behavioral
Health Care
Transformation, BEHAV. HEALTH NEWS, Spring 2014, at 16.
872 WOLF & ROSEN [Vol. 104
recover and gain independence.144 However, these individuals
need the
proper support system. Individuals suffering from a mental
illness, whether
they are homeless, involved in the criminal justice system, or
living in adult
homes or nursing homes, must receive services that will focus
on recovery
and enhance their quality of life.145
B. PREVENTATIVE TRAINING AND BEHAVIORAL
INTERVENTION
TEAMS IN EDUCATIONAL AND WORKPLACE
COMMUNITIES
Too often, families, peers, or the community know of an
individual
who is experiencing psychiatric symptoms, but do not know
how to react or
help. On the other hand, family members, friends, or the
78. community at
large often fail to take notice of warning signs or red flags that
forewarn of
an act of violence.146 In educational or workplace
environments, it is
problematic that managers, supervisors, human resource
professionals,
coworkers, administrators, faculty, and staff are often untrained
in
recognizing and preventing violence.147 Providing these
people with an
education in conflict resolution, and in early recognition and
management
of escalating behavior or warning signs, is essential and should
be
mandatory. Furthermore, communities should offer support
programs
designed to educate families and the public about mental
illness.148 Overall,
increased awareness and education “will lead to more effective,
timely
interventions that can prevent tragedies.”149
Many school and workplace environments have already created
79. Behavioral Intervention Teams (BIT),150 a step in the right
direction
towards “preventing and ameliorating distress [in the workplace
or] on
144 Press Release, Substance Abuse and Mental Health Servs.
Admin., Report Shows
Community-Based Programs Improve the Lives of Young Adults
with Mental Health
Challenges (May 7, 2013, 9:30 AM),
http://www.samhsa.gov/newsroom/advisories/
1305072158.aspx, archived at http://perma.cc/BDM9-BLKR.
145 Id. This may also include providing support to family
members who house and care
for individuals with mental illness. See Mental Illness and the
Family: Recognizing Warning
Signs and How to Cope, MENTAL HEALTH AMERICA,
http://www.mentalhealthamerica.net/
recognizing-warning-signs (last visited Sept. 6, 2014), archived
at http://perma.cc/65AY-
HGQJ.
146 Stanley, supra note 13, at 877.
147 See Stephen J. Romano et al., Workplace Violence
Prevention: Readiness and
Response, FBI L. ENFORCEMENT BULL., Jan. 2011, at 1, 5–
6, available at http://leb.fbi.gov/
80. 2011/january/leb-january-2011, archived at
http://perma.cc/6T9M-J57L (stating that those
who have not been properly trained to deal with these stressful
situations are often helpless
when a crisis occurs).
148 HONBERG ET AL., supra note 12, at 13.
149 Id.
150 Our Vision, NAT’L BEHAVIORAL INTERVENTION
TEAM ASS’N, http://nabita.org/about
(last visited Sept. 6, 2014), archived at http://perma.cc/HH8Y-
Z4MY.
2015] GUN CONTROL & MENTAL ILLNESS 873
campus long before it escalates.”151 Whether in a school or
workplace
environment, a BIT is a group of trained professionals from
different
disciplines within an organization that discusses and evaluates
behaviors of
concern that could precede a violent event.152 The BIT
“receives reports of
disruptive, problematic or concerning behavior or misconduct [
] from co-
workers, community members, friends, colleagues,” or students,
81. among
others.153 The overall purpose of a BIT is to gather
information, investigate
the allegations and possibly perform a threat assessment, define
a plan or
response, implement that response, and monitor the disposition
of the case
referred to it. The BIT may focus on assessing a threat that
already exists or
may focus on preventing a threat or crisis before it occurs.154
Members of the BIT work together to identify early signs of a
potential
crisis, or “red flags,” rather than waiting for an impending
threat and
implementing an emergency response.155 The team is made up
of
individuals with specialized knowledge, such as health
professionals
(psychologists/counselors), academic affairs administrators,
managers or
supervisors, legal counsel, consulting mental health counsel,
and law
enforcement personnel.156 Interventions should incorporate the
individual
82. of concern, the educational administrators or workplace
supervisors (when
appropriate), other community resources, and the family (when
appropriate)
to support that individual.157 Different interventions include
engaging
directly with the person, referring the individual for mental
health
assessment or treatment, mandating psychological assessment,
hospitalizing
the individual involuntarily for evaluation or treatment, taking
disciplinary
action, or notifying family members.158 Every educational
institution or
workplace should have a BIT in place to mitigate risk and
prepare for
emergency situations.
151 JED FOUND., HIGHER EDUC. MENTAL HEALTH
ALLIANCE, BALANCING SAFETY AND
SUPPORT ON CAMPUS 32,
http://www.jedfoundation.org/campus_teams_guide.pdf,
archived
at http://perma.cc/TD5W-N32P. See also id. at 3 (stating that
83. the purpose of a BIT is to
prevent instances of disturbing behavior from “falling through
the organizational cracks” and
to connect separate pieces of information that together may
indicate a more serious
problem).
152 See Behavioral Intervention Teams, NAT’L BEHAVIORAL
INTERVENTION TEAM ASS’N,
http://nabita.org/behavioral-intervention-teams/ (last visited
Sept. 6, 2014), archived at
http://perma.cc/AUV3-NDCA.
153 Id.
154 However, none of this is possible if members of a campus
community or workplace
environment do not know that the BIT exists or how they can
make a report to the team.
155 See NAT’L BEHAVIORAL INTERVENTION TEAM
ASS’N., supra note 152.
156 Id.
157 Id.
158 JED FOUND., supra note 151, at 17.
874 WOLF & ROSEN [Vol. 104
To prevent dangerous situations, educational and workplace
environments should have a system in place to connect small
pieces of
84. information that, together, may indicate a more serious problem.
The BIT
tracks red flag behaviors over time, which involves “detecting
patterns,
trends, and disturbances in individual or group behavior”159
such as
aggression, resentment, lack of motivation, performance issues,
behavior
issues, paranoia, interest in weapons, financial problems, and
personal
problems, among others.160 The key to a successful BIT is
communication.
This means that departments across a college campus or within
a workplace
must communicate with each other when one of the above-
mentioned
concerning behaviors, or other disturbing behavior, occurs.
Avenues must
exist for students, staff, faculty, and employees to report
concerning
behaviors to their administrators or supervisors.161 Open
communication
between departments within an organization or school campus
and with
85. members of the campus or workplace community will contribute
to the
prevention of any particular instance of disturbing behavior
from falling
through the cracks.
The lack of information sharing on the Virginia Tech campus
contributed to the failure of the university to identify Seung-
Hui Cho as a
potential threat of danger to himself and others and prevent the
horrific
tragedy of April 16, 2007.162 The Virginia Tech Police
Department and
Department of Residence Life knew that fellow students made
complaints
of stalking and unwanted communications against Cho on two
separate
occasions.163 Cho’s parents knew of his history of mental
illness and
struggles at school, both of which started in elementary
school.164 His
teachers in high school and his professors in college were aware
of his
strange behavior in class: he refused to talk, frightened
86. classmates and
faculty with his writings, and refused faculty advice to seek
treatment at the
counseling center.165 Even though the Virginia Tech campus
had a CARE
159 NAT’L BEHAVIORAL INTERVENTION TEAM ASS’N,
supra note 152.
160 See Mayo Clinic Staff, Mental Illness: Symptoms, MAYO
CLINIC (May 3, 2014),
http://www.mayoclinic.org/diseases-conditions/mental-
illness/basics/symptoms/con-
20033813, archived at perma.cc/VS5F-ZPSX, for a list of
common symptoms of mental
illness.
161 College campuses and workplace environments should, if
they have not already,
implement confidential or anonymous reporting pathways via
the Internet or telephone
hotlines. Additionally, forms should be made available for in-
person reports.
162 Richard Brusca & Colin Ram, A Failure to Communicate:
Did Privacy Laws
Contribute to the Virginia Tech Tragedy?, 17 WASH. & LEE J.
CIVIL RTS. & SOC. JUST. 141,
87. 144 (2010).
163 VA. TECH REVIEW PANEL, supra note 113, at 52.
164 Id. at 33–34.
165 Id. at 36, 41–43. It is important to note, however, that Cho
was evaluated three times
2015] GUN CONTROL & MENTAL ILLNESS 875
Team,166 individual members of the team and the team as a
whole failed to
see the bigger picture. Information was not shared
appropriately among
academic, administrative, counseling, and public safety
departments.167
Further, the team lacked an expert on threat assessment who
could have
identified Cho as a substantial risk of danger to himself or
others due to all
of the red flag behaviors.168
It is important that everyone in the workplace or educational
environment work collectively to piece together little bits of
information
that, when organized all together, provide a bigger and more
accurate
picture of the individual of concern or the threat of violence.
88. Too often
tragedies have occurred because of a lack of dialogue between
people with
differing levels of information about a concerning individual;
they fail to
connect the dots. Increased training and forming a BIT on
campus or in the
workplace can prevent a potential threat or crisis before it
occurs.
C. INCONSISTENT BACKGROUND CHECK POLICIES
Important pieces of legislation pertaining to state and federal
background check databases have attempted to make it harder
for certain
individuals to purchase guns due to their criminal history and
mental health
records. Under the Brady Handgun Violence Prevention Act,
federal law
requires gun dealers to perform a background check before
selling a
firearm.169 Further, in 2007, Congress passed the NICS
Improvement
Amendments Act170 in the wake of the April 2007 shooting at
Virginia Tech
89. to strengthen the background check system, improving how
mental illness
is reported.171 In January 2014, the Obama administration
proposed new
executive actions on gun background checks that would make it
easier for
by Virginia Tech’s Cook Counseling Center in 2005 and stayed
overnight in the mental
health facility after making a suicidal statement in late 2005.
Mental Health Files of
Virginia Tech Gunman Released, CNN (Aug. 19, 2009, 4:43
PM), http://www.cnn.com/
2009/CRIME/08/19/virginia.tech.records/, archived at
http://perma.cc/D79Q-6PZC.
166 VA. TECH REVIEW PANEL, supra note 113, at 52. CARE
stands for “Communicating
Action Response for Emergency” or “Campus Assessment,
Response and Evaluation.” JED
FOUND., supra note 151, at 7. A CARE Team serves a similar
purpose to a Behavioral
Intervention Team. See NAT’L BEHAVIORAL
INTERVENTION TEAM ASS’N., supra note 152.
167 VA. TECH REVIEW PANEL, supra note 113, at 52.
168 Id.
169 Brady Handgun Violence Prevention Act, Pub. L. No. 103-
90. 159, 107 Stat. 1536 (1993)
(codified as amended in scattered sections of 18 U.S.C.)
(establishing a National Instant
Criminal Background Check System, or NICS).
170 NICS Improvement Amendments Act of 2007, Pub. L. 110-
180, 121 Stat. 2559
(2008) (codified at 18 U.S.C. § 922 (2012)).
171 Karen J. Mathis, Time for Common Sense: Legal Lessons
from Virginia Tech, MONT.
LAW., May 2007, at 28.
876 WOLF & ROSEN [Vol. 104
states to identify and submit certain mental health information
to the federal
background check system.172 Filling these information gaps
will better
enable the system to keep guns out of the hands of persons
prohibited by
federal or state law from receiving or possessing firearms.173
Unfortunately, many states face state law barriers or lack the
technology
and resources to update NICS mental health and criminal
history records.174
91. The ability to perform an effective background check on a
prospective
purchaser depends on the NICS database having complete,
accurate
information.175 Unfortunately, this is the biggest defect in our
current
system, for a variety of reasons. First, if an individual who
plans to
perpetrate a mass shooting (Jared Loughner,176 Adam
Lanza,177 or Seung-
Hui Cho,178 for example) does “not have a known history of
mental illness
on record179 or if their medical records were not reported to
NICS, then a
Furthermore, states are
172 One proposal seeks to clarify that HIPAA does not
“preclude states from submitting
records to the FBI federal background check system for gun
purchases.” Sy Mukherjee, The
White House’s New Mental Health Regulations Are a Big Step
Toward Gun Violence
92. Prevention, THINK PROGRESS (Jan. 8, 2014, 4:07 PM),
http://thinkprogress.org/health/2014/
01/08/3135021/federal-mental-health-background-checks-gun-
violence/, archived at http://
perma.cc/9Q55-JUPF (quoting Arkadi Gerney, Senior Fellow at
the Center for American
Progress). The other proposal would clarify that those who are
involuntarily committed to a
the law as “committed to a
mental institution.” Ashley Parker, Actions Seek to Further
Gun Control, N.Y. TIMES, Jan.
4, 2014, at A11.
173 Perpetrators of gun violence such as Jared Loughner and
Seung-Hui Cho were able to
purchase a gun due to these gaps in the background check
system. Elise Foley, Virginia
Tech Families Call on Congress to Fix Gun Background Checks,
HUFFINGTON POST (Jan. 14,
2011, 6:00 PM),
http://www.huffingtonpost.com/2011/01/14/virginia-tech-
families-gun-
background-checks_n_809395.html, archived at
http://perma.cc/92JF-GTYF.
174 See U.S. GOV’T ACCOUNTABILITY OFFICE, GAO-12-
684, GUN CONTROL: SHARING
93. PROMISING PRACTICES AND ASSESSING INCENTIVES
COULD BETTER POSITION JUSTICE TO
ASSIST STATES IN PROVIDING RECORDS FOR
BACKGROUND CHECKS 12 (2012).
175 See LAW CTR. TO PREVENT GUN VIOLENCE, supra
note 30.
176 See Lacey & Herszenhorn, supra note 1.
177 See Barron, supra note 2.
178 See Hauser & O’Connor, supra note 113.
179 Seung-Hui Cho was diagnosed with severe social anxiety
disorder and received
therapy and special education support during his adolescence.
VA. TECH REVIEW PANEL,
supra note 113, at 34, 39. Virginia Tech initiated the process to
have Cho committed to a
mental hospital; however, the judge only ordered him to obtain
outpatient treatment at the
university’s counseling center. Id. at 56; Jacobs & Jones, supra
note 11, at 400. Cho did not
ever attend the counseling center. Id. at 400–01. After this
tragedy, Virginia tightened their
gun control laws to improve reporting to the NICS. Id. at 402.
180 Alexander C. DePalo, Note, The Doctor Will See You Now:
An Argument for
Amending the Licensing Process for Handguns in New York
City, 29 TOURO L. REV. 867,
94. 2015] GUN CONTROL & MENTAL ILLNESS 877
not required to submit information to NICS under federal
law.181 For states
that do authorize or require that a report be made to NICS,
many only
require that a report be made within thirty days (Mississippi,182
Nebraska,183
Texas,184 and Utah185) or “one month” (Florida186). Between
the time of the
initial report and any restriction on gun purchases actually
taking effect, the
individual might have ample time to perpetrate a crime, harming
him- or
herself or others. Lastly, there are other individuals who are
not mentally ill
and who are not prohibited from purchasing a firearm but may
exhibit
dangerous behaviors indicating a risk of harm to him- or herself
or others.187
Improving the background check system may prove valuable in
the long run
if we focus on preventing all dangerous individuals from
accessing guns,
95. not targeting only the mentally ill. If the background check
system is going
to successfully help prevent gun violence, then the remaining
states must
mandate reporting to the NICS and provide additional funding
to strengthen
the system.
The current system does not support those suffering from a
mental
illness and in need of treatment and certainly does not alleviate
the stigma
associated with mental illness. Blocking access to guns as a
method of
decreasing violence only skims the surface of the issue; the
better solution
is to increase the availability of services, raise awareness, and
provide
funding for treatment of mental illness.
CONCLUSION
State legislatures continue to pass gun control measures to
remove
guns from the hands of the mentally ill as a method of reducing
violence.
96. As a result of these misguided attempts to reduce violence, the
focus on
870 (2013). Since Cho was only ordered to seek outpatient
treatment and was not
involuntarily committed to a hospital, his name was not entered
into the state database and
he was able to purchase firearms. VA. TECH REVIEW PANEL,
supra note 113, at 60.
181 See 28 C.F.R. § 25.4 (2013). A federal statute requiring
states to disclose records to
the FBI would violate the Tenth Amendment. Printz v. United
States, 521 U.S. 898, 933
(1997) (“The Federal Government may not compel the States to
enact or administer a federal
regulatory program.”) (quoting New York v. United States, 505
U.S. 144, 188 (1992)
(internal quotation marks omitted)). Only forty-three states
authorize or require reporting of
mental health records to NICS. LAW CTR. TO PREVENT GUN
VIOLENCE, supra note 30.
182 MISS. CODE. ANN. § 9-1-49 (Supp. 2013); Id. § 45-9-103.
183 NEB. REV. STAT. ANN. § 69-2409.01 (LexisNexis 2009).
184 TEX. GOV’T CODE ANN. § 411.0521 (West 2012).
185 UTAH CODE ANN. § 53-10-208.1 (LexisNexis 2010).
186 FLA. STAT. ANN. § 790.065(2)(a)(4)(c) (West Supp.
2014).
97. 187 18 U.S.C. § 922(d) (2012) (stating that it is unlawful to sell
a firearm or ammunition
to any person convicted of a felony, “an unlawful user of or
addict to any controlled
substance,” or an individual who “has been adjudicated as a
mental defective or has been
committed to any mental institution,” among others).
878 WOLF & ROSEN [Vol. 104
improving our nation’s mental health is weakening. Categorical
restrictions
such as those based on mental illness fail to protect the public
and infringe
upon individual rights.188 Instead, resources must be made
available to
family members and the community in order to enhance an
individual’s
chances of recovery.189 Linking gun control to issues of
mental illness has
threatened the ability to seek treatment and has perpetuated the
false belief
that individuals with a mental illness are violent. We must
educate the
98. public and focus on preventative measures that will
significantly reduce the
possibility of violence. Instead of advocating for stricter gun
laws targeted
at the mentally ill, we must raise awareness for the need for
increased
mental health funding and available resources. We are pointing
at the
wrong target.
188 Record & Gostin, supra note 5, at 9.
189 Rickhoff & Patterson, supra note 31, at 747. Resources
include “treatments,
medications, hospitals, and the criminal and civil mental health
courts,” among others. Id.
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99. Tonso 67
67
William R. Tonso is professor of sociology emeritus at the
University of Evansville,
Indiana. His book Gun and Society: The Social and Existential
Roots of the American Attach-
ment to Firearms was published by the University Press of
America in 1982.
How Sociology Texts Address Gun Control
William R. Tonso
The Enlightened Conventional Wisdom
When I was an undergraduate taking courses in machine design,
mechanical and architectural drawing, and various shops (wood,
metal, and elec-
trical), working toward a degree in something called industrial
education (sort
of an introduction to industry), if anyone had suggested that I
become a pro-
fessor, I would have laughed in that person’s face. Yet in 1969,
at the ripe old
age of 36, after having served as a military officer, worked
white collar in in-
dustry, earned a master’s in business administration specializing
in personnel
management, and finished all but my dissertation toward a
doctorate, that is
exactly what I became—a phenomenology-oriented sociology
professor, yet.
But probably due to the roundabout way I got there, though
100. dedicated, I
took a rather skeptical perspective on professing into the
classroom. For one
thing, it did not take me long to conclude that sociology
textbooks often
smuggle value judgments into unsuspecting student heads under
the guise of
research findings nailed down through the rigorous application
of a neutral
and objective “scientific method.” That bothered me, because to
me the job of
any professor is to help students learn to examine the world
around them
through the perspective, or perspectives, of the discipline being
professed,
whatever that discipline might be—not to indoctrinate them
politically. And
to me, both a product and a student of the “gun culture,” the
treatment, brief
or extended, of the gun issue to be found in many sociology
textbooks merely
served as one blatant and easily isolated example of political
indoctrination—
what has come to be called “political correctness.”
In circles considered to be enlightened, the conventional
wisdom has long
held that the United States is badly in need of greater
restrictions on the pri-
vate ownership of firearms. According to this enlightened
conventional wis-
dom, while Americans in frontier days needed guns for
protection and food
hunting, modern Americans not only no longer need guns but
would be bet-
ter off without them, because their widespread possession
101. contributes greatly
to our high violent-crime rates relative to other modern
industrial nations.
Public opinion polls, the argument goes, tell us that most
Americans support
stricter gun controls of the sort responsible for lower violence
rates in other
68 Academic Questions / Spring 2004
modern nations, but efforts to enact them here have been
thwarted by the
self-serving and irresponsible, but powerful, National Rifle
Association. This
message on guns and their control has been uncritically fed to
the public
through countless mainstream media reports and commentaries,
entertain-
ment as well as news, since the World War II/Korean War
hiatus on efforts to
restrict gun ownership in the United States ended forty-plus
years ago. And
well into the 1970s, this view of the gun issue was uncritically
accepted by and
transmitted through social-scientifically-assisted federal
commissions on vio-
lence and the popular writing of credentialed and prominent
academics—
and through many sociology textbooks.
By the late l970s, I had become sufficiently disturbed by this
treatment to
write a critique of it. That critique in one form or another was
read at the