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LEG 420 help A Guide to career/Snaptutorial
LEG 420 This course provides a wide range of university students-centered service
LEG 420 help Successful Learning/Snaptutorial
LEG 420 This course provides a wide range of university students-centered service
Application State and Federal Court SystemsThe court syst.docx
Application: State and Federal Court Systems
The court system in the United States is large and complex. While there are two primary court systems—state and federal—there are a myriad of specialty courts at both levels. The court procedures range from pretrial services to adjudication to sentencing when a defendant is found guilty. While those tasks sound straightforward, they often are not. To begin understanding the two court systems, it is useful to know the historical development of each, their jurisdictions, and, finally, the structure of the systems as they are today.
Pay close attention to the current organization of the state court system as well as
the federal court system.
Consider the structure of the court system, types of personnel, and the proceedings held in each court level.
Think about the similarities and differences between the state and federal court systems in terms of their historical development, jurisdiction, and current structure; that is, reflect on the similarities and differences between the two systems in these three areas.
The assignment (2 pages): Due by Sunday 9/27/15.
Compare (similarities and differences) of the state and federal court systems. Provide at least two similarities and two differences in the historical development, jurisdiction, and current structure of the state and federal court systems. Be specific.
Explain any insights you had or conclusions you drew as a result of the comparison.
Explain one ethical or one diversity issue related to the courts that might impact the courts functioning. Be specific and use examples to illustrate your points.
Support
your work with specific citations from the Learning Resources. You are allowed to draw from additional sources to support your explanation, but you must cite using APA standards. All quoted material must be identified, cited, and referenced per APA standards.
.
Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
Term Paper: Individual Rights and Social Order
Due Week 10 and worth 200 points
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and other .
922019 Printhttpscontent.ashford.eduprintGregory.80.docx
9/2/2019 Print
https://content.ashford.edu/print/Gregory.8055.17.1?sections=ch12,ch12lev1sec1,ch12lev1sec2,ch12lev1sec3,ch12lev1sec4,ch12lev1sec5,ch12lev1… 1/60
CHAPTER 12
Legal Issues and the Future of Testing
TOPIC 12A Psychological Testing and the Law
12.1 The Sources and Nature of Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec1#ch12lev1sec1)
12.2 Testing in School Systems and the Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec2#ch12lev1sec2)
12.3 Disability Assessment and the Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec3#ch12lev1sec3)
12.14 Legal Issues in Employment Testing
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12lev1sec4)
Case Exhibit 12.1 (http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12box2)
Unwise Testing Practices in Employee Screening
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12box2)
12.5 Forensic Applications of Assessment
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec5#ch12lev1sec5)
In the previous chapters we have outlined the myriad of ways in which tests are used in decision making.
Furthermore, we have established that psychological testing is not only pervasive, but it is also consequential. Test
results matter. Test findings may warrant a passage to privilege. Conversely, test findings may sanction the denial of
opportunity. For many reasons, then, it is appropriate to close the book with two special topics that bear upon the
potential repercussions of psychological testing. In Topic 12A
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12#ch12box1) , Psychological Testing and the
Law, we review critical legal issues pertaining to the use of psychological tests. In this topic, we survey the essential
laws that regulate the use of tests in a variety of settings—schools, employment situations, medical settings, to name
just a few arenas in which the law constrains psychological testing. We also examine several ways that psychologists
interface with the legal system in the field of forensic assessment. In Topic 12B
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec5#ch12box3) , Computerized
Assessment and the Future of Testing, contemporary applications of the computer in psychological assessment are
surveyed, and then the professional and social issues raised by this practice are discussed. The book closes with
thoughts on the future of testing—which will be forged in large measure by increasingly sophisticated applications
of computer technology but also greatly affected by legal standards.
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch12lev1sec1#ch12lev1sec1
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch12lev1sec2#ch12lev1sec2
https://content.ashford.edu/books/Gregory.8055.17.1 ...
SUGGESTED TOPICS FOR TRAINING POLICE DEPARTMENTS IN .docx
SUGGESTED TOPICS FOR
TRAINING POLICE DEPARTMENTS IN
SECTION 1983 LIABILITY
PRESENTED AT THE
TEXAS CITY ATTORNEY’S ASSOCIATION
SEMI-ANNUAL MEETING
JUNE 13 – 15, 2007
PRESENTED BY:
WARREN SPENCER
ASSISTANT CITY ATTORNEY III
PLANO CITY ATTORNEY’S OFFICE
PO Box 860358
Plano, Texas 75086-0358
972-941-7558 (voice)
972-424-0099 (fax)
[email protected]
2
INTRODUCTION
“To protect people from drowning we can put up fences around our pools, put locks on
the gates into the pool and install pool monitor alarms….but perhaps the best protection
against drowning is to teach people to swim.” Anonymous.
This paper is not about litigating section 1983 lawsuits (at least not in the classic
sense), nor is it about case law updates regarding section 1983 actions. Rather, it is
about the prevention of section 1983 cases. It is about training peace officers in section
1983 issues. Police departments are faced with liability issues everyday – it simply
comes with the territory. As attorneys, we tend focus on how to litigate the issues once
the underlying conduct has occurred. We also train ourselves in skill sets for handling
those lawsuits. This presentation will focus on a different skill set, that of training law
enforcement officers in liability issues. I realize that some attorneys are already involved
in training police officers. Hopefully this presentation will encourage others to become
involved in that training. I have trained police officers in legal topics for about 12 years.
During that time I have discussed training and policy issues with many chiefs of police.
Each one recognizes the need for training officers in legal topics, such as civil liability.
Each one also tells me it is difficult to find attorneys to handle the training. I am a firm
believer in the adage “an ounce of prevention is worth a pound of cure.”
Comprehensive, up-to-date policy/procedure manuals coupled with quality training of
officers are two excellent preventative measures.
This paper will focus on what I suggest should be the minimum points of
discussion for training officers about liability for police actions primarily in the federal
realm. It is intended as a refresher on liability issues for experienced police officers and
police trainers and as an introduction to those issues for persons new to the police
training world. The excerpt from the Texas Law Enforcement Handbook (Holtz &
Spencer, LexisNexis Gould Publications, 2006 Ed.) (“Handbook”) which follows this
general discussion contains case law illustrations of the points discussed in this paper.
The Handbook also contains much information about arrest, search and seizure issues –
which lend themselves well to liability concerns. Another good discussion of the basic
principles of police civil liability can be found in Critical Issues in Police Civil Liability
(Kappeler, Waveland Press, 4th ed.
Over the course of the term, this course has focused on the concepts.docx
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these.
CRM 123 – Case Analysis Instructions Purpose The goals .docx
CRM 123 – Case Analysis Instructions
Purpose
The goals of this assignment are to provide a valuable skill and to assess your ability to comprehend and
apply case law. Reading, briefing, and applying what you are reading in your textbook and learning in the
modules are effective ways to become literate in the process of the U.S. legal system.
Conducting an Analysis
Before making and defending a decision, you must be familiar with the relevant law. For our purposes,
your textbook and course material provide all the legal concepts needed to apply the law to a factual
situation. Once you are familiar with the general content of the chapter, you should be able to recognize
the issue involved in a case and find the legal concepts that will help you decide the case. For your
reference, a sample analysis is provided at the end of this document.
First, you will read the assigned fact patterns (provided via a link in the module). Then, you will complete
an analysis for all fact patterns presented. Each analysis should contain the following:
1. The main issue. Identify and write (in your own words, at least 50% original) the central issue to be
decided. As much as possible, set the issue in legal terms and concepts.
2. Relevant legal concepts quoted from textbook court opinions. Search the assigned chapter for legal
concepts that will help you decide and justify your decision. Once you find the quotations you wish to use,
copy them into the appropriate places in your analysis.
3. Relevant case law quoted from the textbook.
4. Rationale. Write (in your own words, at least 50% original) a complete explanation about how you
used the legal concepts you cited to make a decision about how the case should be resolved.
5. Ruling. Describe (in your own words, at least 50% original) what should happen to the parties involved
as a result of your decision.
Submit your Case Analysis to the Dropbox no later than Sunday 11:59 PM EST/EDT of the assigned
module. (The Dropbox baskets for these assignments are linked to Turnitin.)
Grading Rubric
Ratings:
Exceptional corresponds to an A (90-100). Performance is outstanding; significantly above the usual
expectations.
Proficient corresponds to a grade of B- to B+ (80-89%). Skills are at the level of expectation.
Basic corresponds to a C- to C+ (70-79%). Skills are acceptable but improvements are needed to meet
expectations well.
Novice corresponds to a D to D+ (60-69%). Performance is weak; the skills are not sufficiently
demonstrated at this time.
0 This criterion is missing or not in evidence.
Criteria
Ratings
0 Novice Basic Proficient Exceptional
Correctly framing the specific legal question
to be decided
12-13 14-15 16-17 18-20
Identifying and quoting relevant material from
the assigned chapter
12-13 14-15 16-17 18-20
Correctly applying the cited legal concepts to
your decision
12-13 14-15 16-17 18-20
The insightful.
Recommended
LEG 420 help A Guide to career/Snaptutorial
LEG 420 This course provides a wide range of university students-centered service
LEG 420 help Successful Learning/Snaptutorial
LEG 420 This course provides a wide range of university students-centered service
Application State and Federal Court SystemsThe court syst.docx
Application: State and Federal Court Systems
The court system in the United States is large and complex. While there are two primary court systems—state and federal—there are a myriad of specialty courts at both levels. The court procedures range from pretrial services to adjudication to sentencing when a defendant is found guilty. While those tasks sound straightforward, they often are not. To begin understanding the two court systems, it is useful to know the historical development of each, their jurisdictions, and, finally, the structure of the systems as they are today.
Pay close attention to the current organization of the state court system as well as
the federal court system.
Consider the structure of the court system, types of personnel, and the proceedings held in each court level.
Think about the similarities and differences between the state and federal court systems in terms of their historical development, jurisdiction, and current structure; that is, reflect on the similarities and differences between the two systems in these three areas.
The assignment (2 pages): Due by Sunday 9/27/15.
Compare (similarities and differences) of the state and federal court systems. Provide at least two similarities and two differences in the historical development, jurisdiction, and current structure of the state and federal court systems. Be specific.
Explain any insights you had or conclusions you drew as a result of the comparison.
Explain one ethical or one diversity issue related to the courts that might impact the courts functioning. Be specific and use examples to illustrate your points.
Support
your work with specific citations from the Learning Resources. You are allowed to draw from additional sources to support your explanation, but you must cite using APA standards. All quoted material must be identified, cited, and referenced per APA standards.
.
Term Paper Individual Rights and Social OrderDue Week 10 and wort.docx
Term Paper: Individual Rights and Social Order
Due Week 10 and worth 200 points
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and other .
922019 Printhttpscontent.ashford.eduprintGregory.80.docx
9/2/2019 Print
https://content.ashford.edu/print/Gregory.8055.17.1?sections=ch12,ch12lev1sec1,ch12lev1sec2,ch12lev1sec3,ch12lev1sec4,ch12lev1sec5,ch12lev1… 1/60
CHAPTER 12
Legal Issues and the Future of Testing
TOPIC 12A Psychological Testing and the Law
12.1 The Sources and Nature of Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec1#ch12lev1sec1)
12.2 Testing in School Systems and the Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec2#ch12lev1sec2)
12.3 Disability Assessment and the Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec3#ch12lev1sec3)
12.14 Legal Issues in Employment Testing
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12lev1sec4)
Case Exhibit 12.1 (http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12box2)
Unwise Testing Practices in Employee Screening
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12box2)
12.5 Forensic Applications of Assessment
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec5#ch12lev1sec5)
In the previous chapters we have outlined the myriad of ways in which tests are used in decision making.
Furthermore, we have established that psychological testing is not only pervasive, but it is also consequential. Test
results matter. Test findings may warrant a passage to privilege. Conversely, test findings may sanction the denial of
opportunity. For many reasons, then, it is appropriate to close the book with two special topics that bear upon the
potential repercussions of psychological testing. In Topic 12A
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12#ch12box1) , Psychological Testing and the
Law, we review critical legal issues pertaining to the use of psychological tests. In this topic, we survey the essential
laws that regulate the use of tests in a variety of settings—schools, employment situations, medical settings, to name
just a few arenas in which the law constrains psychological testing. We also examine several ways that psychologists
interface with the legal system in the field of forensic assessment. In Topic 12B
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec5#ch12box3) , Computerized
Assessment and the Future of Testing, contemporary applications of the computer in psychological assessment are
surveyed, and then the professional and social issues raised by this practice are discussed. The book closes with
thoughts on the future of testing—which will be forged in large measure by increasingly sophisticated applications
of computer technology but also greatly affected by legal standards.
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch12lev1sec1#ch12lev1sec1
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch12lev1sec2#ch12lev1sec2
https://content.ashford.edu/books/Gregory.8055.17.1 ...
SUGGESTED TOPICS FOR TRAINING POLICE DEPARTMENTS IN .docx
SUGGESTED TOPICS FOR
TRAINING POLICE DEPARTMENTS IN
SECTION 1983 LIABILITY
PRESENTED AT THE
TEXAS CITY ATTORNEY’S ASSOCIATION
SEMI-ANNUAL MEETING
JUNE 13 – 15, 2007
PRESENTED BY:
WARREN SPENCER
ASSISTANT CITY ATTORNEY III
PLANO CITY ATTORNEY’S OFFICE
PO Box 860358
Plano, Texas 75086-0358
972-941-7558 (voice)
972-424-0099 (fax)
[email protected]
2
INTRODUCTION
“To protect people from drowning we can put up fences around our pools, put locks on
the gates into the pool and install pool monitor alarms….but perhaps the best protection
against drowning is to teach people to swim.” Anonymous.
This paper is not about litigating section 1983 lawsuits (at least not in the classic
sense), nor is it about case law updates regarding section 1983 actions. Rather, it is
about the prevention of section 1983 cases. It is about training peace officers in section
1983 issues. Police departments are faced with liability issues everyday – it simply
comes with the territory. As attorneys, we tend focus on how to litigate the issues once
the underlying conduct has occurred. We also train ourselves in skill sets for handling
those lawsuits. This presentation will focus on a different skill set, that of training law
enforcement officers in liability issues. I realize that some attorneys are already involved
in training police officers. Hopefully this presentation will encourage others to become
involved in that training. I have trained police officers in legal topics for about 12 years.
During that time I have discussed training and policy issues with many chiefs of police.
Each one recognizes the need for training officers in legal topics, such as civil liability.
Each one also tells me it is difficult to find attorneys to handle the training. I am a firm
believer in the adage “an ounce of prevention is worth a pound of cure.”
Comprehensive, up-to-date policy/procedure manuals coupled with quality training of
officers are two excellent preventative measures.
This paper will focus on what I suggest should be the minimum points of
discussion for training officers about liability for police actions primarily in the federal
realm. It is intended as a refresher on liability issues for experienced police officers and
police trainers and as an introduction to those issues for persons new to the police
training world. The excerpt from the Texas Law Enforcement Handbook (Holtz &
Spencer, LexisNexis Gould Publications, 2006 Ed.) (“Handbook”) which follows this
general discussion contains case law illustrations of the points discussed in this paper.
The Handbook also contains much information about arrest, search and seizure issues –
which lend themselves well to liability concerns. Another good discussion of the basic
principles of police civil liability can be found in Critical Issues in Police Civil Liability
(Kappeler, Waveland Press, 4th ed.
Over the course of the term, this course has focused on the concepts.docx
Over the course of the term, this course has focused on the concepts of Individual Rights as protected under the Bill of Rights, as well as the role of the legal systems and its unrelenting pursuit of Social Order. Each concept balances the other to ensure that rules, institutions, and public initiatives can be executed in a standardized and judicious manner for the benefit of a civilized society.
Review the following in preparation to follow a systematic approach to your synthesis of law and fact:
Champion, D. J., Hartley, R. D., & Rabe, G.A. (2012). Chapter 1
Law: The Legal Battlefield. In
Criminal courts: Structure, process, and issues
(3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Write a ten to fifteen (10-15) page paper in which you:
Explain the difference in individual rights and social order, and examine the major effects of both on the legal system overall.
Choose one (1) of the social controls discussed within Chapter 1, and give your opinion as to the amendment which offers the most protection of the social control that you selected. Address whether the chosen Amendment is simply an instrument of protection to ensure that the rights and liberties of citizens are secure, whether it provides a framework to facilitate citizen / governmental interactions, or both. Explain the answer.
Discuss the essentials ways in which the law effectuates social change in American society through judicial activism. Provide a rationale for the response.
Examine the overall importance of both substantive law and procedural law. Suggest three (3) ways in which these two (2) types of laws can protect both individual rights and social order. Discuss the invaluable aspects of substantive and procedural in keeping the adversarial system in balance while protecting individual rights and social order. Justify the response.
Analyze the key differences between criminal law, civil law, and administrative law. Discuss the role of each when criminal and administrative law or civil and administrative law intersects in the litigation process.Propose two (2) ways in which these three (3) types of laws protect individual rights and social order. Justify the response.
Review the three (3) functions of law. Explain the essential manner in which the law overall ensures the existence of adequate order, provides resolutions to conflicts, and protects civil liberties (e.g., freedom of thought, belief, expression, and assembly; protection against unreasonable searches and seizures; and provisions for a court hearing prior to government taking of property) as set forth in the U.S. Constitution.
Debate whether or not social control(s), as a function of law, play a fundamentally positive/creative role or negative / restrictive role in the development of modern American law. Provide a rationale for the response.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these.
CRM 123 – Case Analysis Instructions Purpose The goals .docx
CRM 123 – Case Analysis Instructions
Purpose
The goals of this assignment are to provide a valuable skill and to assess your ability to comprehend and
apply case law. Reading, briefing, and applying what you are reading in your textbook and learning in the
modules are effective ways to become literate in the process of the U.S. legal system.
Conducting an Analysis
Before making and defending a decision, you must be familiar with the relevant law. For our purposes,
your textbook and course material provide all the legal concepts needed to apply the law to a factual
situation. Once you are familiar with the general content of the chapter, you should be able to recognize
the issue involved in a case and find the legal concepts that will help you decide the case. For your
reference, a sample analysis is provided at the end of this document.
First, you will read the assigned fact patterns (provided via a link in the module). Then, you will complete
an analysis for all fact patterns presented. Each analysis should contain the following:
1. The main issue. Identify and write (in your own words, at least 50% original) the central issue to be
decided. As much as possible, set the issue in legal terms and concepts.
2. Relevant legal concepts quoted from textbook court opinions. Search the assigned chapter for legal
concepts that will help you decide and justify your decision. Once you find the quotations you wish to use,
copy them into the appropriate places in your analysis.
3. Relevant case law quoted from the textbook.
4. Rationale. Write (in your own words, at least 50% original) a complete explanation about how you
used the legal concepts you cited to make a decision about how the case should be resolved.
5. Ruling. Describe (in your own words, at least 50% original) what should happen to the parties involved
as a result of your decision.
Submit your Case Analysis to the Dropbox no later than Sunday 11:59 PM EST/EDT of the assigned
module. (The Dropbox baskets for these assignments are linked to Turnitin.)
Grading Rubric
Ratings:
Exceptional corresponds to an A (90-100). Performance is outstanding; significantly above the usual
expectations.
Proficient corresponds to a grade of B- to B+ (80-89%). Skills are at the level of expectation.
Basic corresponds to a C- to C+ (70-79%). Skills are acceptable but improvements are needed to meet
expectations well.
Novice corresponds to a D to D+ (60-69%). Performance is weak; the skills are not sufficiently
demonstrated at this time.
0 This criterion is missing or not in evidence.
Criteria
Ratings
0 Novice Basic Proficient Exceptional
Correctly framing the specific legal question
to be decided
12-13 14-15 16-17 18-20
Identifying and quoting relevant material from
the assigned chapter
12-13 14-15 16-17 18-20
Correctly applying the cited legal concepts to
your decision
12-13 14-15 16-17 18-20
The insightful.
652020 Originality Reporthttpsblackboard.nec.eduweba.docx
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%21
%20
%1
SafeAssign Originality Report
Cloud Computing - 202040 - CRN174 - Pollak • Final Project
%26Total Score: Medium risk
Santhosh Muthyapu
Submission UUID: 43a98d6d-211b-6de9-9bf1-1de6250058fd
Total Number of Reports
3
Highest Match
43 %
Bibliography.docx
Average Match
26 %
Submitted on
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Average Word Count
816
Highest: CLOUDMISCONFIGURATION.pptx
%43Attachment 1
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fiids
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Bibliography.docx
1 5 3
2
4
2 Student paper 1 Student paper 5 Student paper
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Student paper 83%
Student paper 92%
Student paper 94%
Student paper 81%
Bibliography: Baset, S., Suneja, S., Bila, N., Tuncer, O., & Isci, C. (2017). Usable declarative configuration specification and validation for applications, systems, and cloud.
Proceedings of the 18th ACM/IFIP/USENIX Middleware Conference on Industrial Track - Middleware ’17. https://doi.org/10.1145/3154448.3154453
Berger, S., Garion, S., Moatti, Y., Naor, D., Pendarakis, D., Shulman-Peleg, A., Rao, J. R., Valdez, E., & Weinsberg, Y. (2016). Security intelligence for cloud management
infrastructures. IBM Journal of Research and Development, 60(4), 11:1–11:13. https://doi.org/10.1147/JRD.2016.2572462
Duncan, R. (2020). A multi-cloud world requires a multi-cloud security approach. Computer Fraud & Security, 2020(5), 11–12. https://doi.org/10.1016/S1361-3723(20)30052-X
January 15, S. P. on, & 2020. (2020, January 15). Cloud Misconfigurations: The Security Problem Coming From Inside IT. Security Boulevard.
https://securityboulevard.com/2020/01/cloud-misconfigurations-the-security-problem-coming-from-inside-it/ Torkura, K. A., Sukmana, M. I. H., Strauss, T., Graupner, H., Cheng, F.,
& Meinel, C. (2018, November 1). CSBAuditor: Proactive Security Risk Analysis for Cloud Storage Broker Systems. IEEE Xplore. https://doi.org/10.1109/NCA.2018.8548329
1
2 2
3
4 5
1
Student paper
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware ’17.
https://doi.org/10.1145/3154448.3154453
Original source
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware '17
doi:10.1145/3.
64c51786.docx
64c517862cacaa77629afa0fab847b23a8a087a20580310fd2fba78a79b7f55c.pdf6658f5b76532b7174cbd01a553f8793a98cf3bd39e71b5358b26cbb9658d7624.pdf64c517862cacaa77629afa0fab847b23a8a087a20580310fd2fba78a79b7f55c.pdf
.
61Identify the case study you selected. Explain whether the.docx
6:1
Identify the case study you selected. Explain whether the primary offender demonstrates features of a disciplined psychopath or an undisciplined psychopath. Provide examples to support your conclusion. Explain how these features differ from those displayed by individuals with antisocial personalities or narcissism. Explain the challenges a forensic psychology professional might have working with individuals with antisocial personality disorder or psychopathy.
Support your post with references to the Learning Resources and other academic sources.
Case Study #1
FPSY 6201 Psychological Aspects of Violent Crime Week 6 Case Studies
Paul is a 31-year-old man who was recently arrested for shooting a store manager during a robbery. He has a history of aggression and violating the law, including burglary, robbery, assault, and numerous drug charges. He is a high school dropout and has never been able to hold a job. When he first meets someone, he can come across as engaging, funny, and charming. He has been in numerous relationships; however, in those relationships he was emotionally detached and parasitic, as well as verbally and physically abusive. He has a volatile temperament and no sense of obligation or responsibility to anyone. His crimes often display a complete lack of empathy for his victims.
.
60CHAPTER THREEconsistent with the so-called performative app.docx
60 CHAPTER THREE
consistent with the so-called performative approach in social studies (K,apchan, 1995; Schechner, 2002; Warren 2001). According to this approach, to perform is to carry something into effect; hence, intercultural communication can be viewed as a process of carrying meaning, or cultural identity, as such, into effect.
When we speak of performativity or performance in intercultural communi cation, we must remember that "performance is the manifestation of performa tivity. This is to say, performativity refers to the reiterative process of becoming, while performance refers to the materialization of that process-the individual acts by human players in the world" (Warren, 2001: 106; boldface added)
The performative approach suggests that intercultural communication is per formed, like music. There are a variety of verbal and nonverbal elements (notes), with which people create various language games (music). Some games are quite simple (a routine greeting), while others are more complex (business negotia tions). In all cases, though, meanings are performed; that is, they are created and re-created in the process of interaction. People perform various activities repeat edly, and through repetition these movements become symbolic resources making up cultural identity. In intercultural interactions, to use Nietzsche's expression, "the deed is everything" (quoted in Butler, 1990: 25).
,11
I
"I
I
,,
'l
I,
Introducing the Performativity Principle
Looking at intercultural communication as performance, we will formulate our third principle of intercultural communication: the Perfo.rmativity Principle. There are three parts to this principle, and each deals with intercultural communication as creating and enacting meaning in the process of interaction. First, we will dis cuss the dramaturgy of intercultural performativity, or how people move from rules to roles. Next, we will present intercultural communication as a reiterative process. Finally, we will show the structure of intercultural communication as per formance. We will discuss each part separately and then formulate the Performa tivity Principle as a whole.
The Dramaturgy of Performativity:
From Rules to Roles
Communication as Drama. When people communicate with one another, they try to reach their goals by using various language means. Every act of com munication is a performance whereby people lace each other (either literally or in a mediated fashion, such as via the telephone or the Internet) and, as if on stage, present themselves-their very identities-dramatically to each other.
The theatrical or dramaturgical metaphor for communication does not sug
gest that people perform actions according to predetermined scripts or that per formances are insincere and deceitful. Nor does the theatrical metaphor suggest that people think of themselves as actors, always conscious of performing on stage. What the dramaturgical view of performativity states.
6 pagesThe following sections are in the final consulting .docx
6 pages
The following sections are in the final consulting report: Introduction to the Organization and Entry, Informal Data Collection, Microdiagnosis, and Contracting. Begin composing these sections in a document of 6–9 pages, not including the title page, table of contents, or reference list. Address the following elements:
Introduction to the Organization
Type of organization
Description of and information about the organization (e.g., review Web sites, press, and published documents)
Number of employees or key members
The opportunities that were initially identified or issues the organization faces
Entry, Informal Data Collection, Microdiagnosis, Contracting
Description of the issue or opportunity that served as a starting point for your work with the client
The process of diagnosing the problem and the agreed-upon objectives
The process you used to reach an agreement with the organization
.
600 words needed1. What do we mean by the New Public Administr.docx
600 words needed
1. What do we mean by the New Public Administration? Relatedly, but distictively,
2. what is meant by the New Public Management?
3. How are they related?
4. How has the advent of digital technology helped inspire new emphases on efficiency on the public sector?
.
6 peer responses due in 24 hours Each set of 2 responses wil.docx
6 peer responses due in 24 hours
Each set of 2 responses will have its own instructions.
Respond to at least two of your classmates
TAMMY’S POST:
The differences between mandatory, aspirational, principle and virtue ethics are paramount to ethical practice. The comprehension and implementation of the spheres of each allow for adhesion to policy and a sense of professionalism.
"General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose". (American Psychological Association, 2017)
The literature and the doctrine parameters cause uncertainty due to the conflictual environment and obligations. Questions of conflict about perceptual tension, as an example in
Professional ethics in interdisciplinary collaboratives: Zeal, paternalism, and mandated reporting
(2006) are between an attorney's zeal or client autonomy within the judicial system relationships in contrast to the Social Services scope of interests of humanity and social justice. Since the adaption of roles and environments tend to adjust, concern if responsibility sways in the contention of the differences. Social services render a larger and more diverse "moral community" and their sustainability stemming from virtue. The judicial system attends to the political policy and rules governing lawful adherence versus deviance. Another spectrum is mandatory reporting obligations which are said to be more profound when ethics pursue and in the collaboration still clash. An issue is an act of ethics versus the 'command' according to an agency (Anderson, Barenberg, & Tremblay, 2006. p. 663).
The differences between principle ethics and virtue ethics
The general principles of the APA are considered aspirational. Simultaneously, therapists, psychologists, and psychiatrists, and similar social services are mandated in the ethical codes of conduct to act in the betterment and safety of others, especially those deemed incompetent or incapacitated to do so.
The difference between principle ethics and virtue ethics splits by social normative and subjectivity. Social normative are more definite by culture but still universal and often mandatory. For instance, law-abiding and humane acts from avoiding reckless driving, speeding, or operating under the influence of obligatory care of the elderly, a child, or the disability are mandatory. Virtue ethics are less objective and more diverse to demographics and ethnography. Like integrity, it is a matter of right and wrong based on habits, behaviors rooted in one's upbringing. For example, seeing someone drop money instead of keeping it is returned to the person seen dropping it. Another.
6 page paper onWhat is second language acquisition and why is .docx
6 page paper on
What is second language acquisition and why is it important? The disadvantages of not learning a second language. The benefits of being bilingual and multilingual. When is the best time to learn a second language and why? Why is it important to learn a second language at a younger age rather than an older age?
3 reliable sources.
.
600 Words1) Specify some of the ways in which human resource m.docx
600 Words
1) Specify some of the ways in which human resource management differs significantly in the public sector from the private sector?
2) Specify some of the ways in which all public managers are involved in the areas human resource management?
3) In recent times, organizations have been devoting an increasing amount of the organization's resources toward human resources. This is particularly true in areas such as technical and social training, dispute resolution, and the like. Why do you think this is?
4) What are some of the ways that human resource managers operating in local government agencies (i.e. municipal, county, school districts, and so forth) are addressing the skills shortages caused by massive generational retirements in the public sector?
source
http://www.jstor.org.proxy.li.suu.edu:2048/stable/20447680
.
612020 Originality Reporthttpsucumberlands.blackboard.docx
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SafeAssign Originality Report
Summer 2020 - Business Intelligence (ITS-531-40)(ITS-531-41) - COM… • Week 4: Assignment Homework 4
%53Total Score: High riskAvinash Kustagi
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Total Number of Reports
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Highest Match
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Running head: Data MINING 1
Data MINING 8
Data Mining
Student: Avinash Kustagi
University of Cumberlands
Course Name: Business Intelligence
Course number: ITS-531
Professor: Dr. Abiodun Adeleke
05/29/2020
Data mining can be explained as the method to interpret information and hypothesis from large knowledge and data collections like databases or data warehouses.
Data mining popularity is increasing rapidly right now in the world. It is slowly becoming one of the most desired fields of work in the world right now. Data plays a
very big role in developing and shaping a business. It is because of Data mining that an organization comes to know more about what the market has demand for and
what their customers prefer and what they absolutely dislike. Data mining has proven to be extremely helpful in making valuable and important business decisions.
As described in the article” Business data mining — a machine learning perspective”, data mining has become an integral part of business development (Bose &
Mahapatra, 2001). Data mining has several applications in different fields of life. It is used in the field of finance, television industry, education, retail industry, and
telecommunication industry. Data mining is very valuable in the field of finance. Data mining help in data analysis to find a result in loan prediction. It gives an analysis
of the customer’s credit history and fraud detection (Valcheva, n.d.). It also assists in determining the previous money laundering trends and deduces a conclusion
about any unusual patterns in a credit history. It also assists in helping develop targeted marketing. In the field of finance, data mining and analysis helps in deducing
conclusion results from the previous trend in markets to determine what fiscal produc.
61520, 256 PMGlobal Innovation and Intellectual Property.docx
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12.1 Innovation as a Tool for Global Growth
LEARNING OBJECTIVE
Identify three types of innovation that can fuel global growth.
Over 93 percent of global executives rate innovation as a key driver of organic global growth. More importantly, research
shows that around 85 percent of a company's productivity gains are related to R&D and other innovation-related
investments.
Innovation is the commercialization of new invention. However, many innovations do not necessarily build on new
inventions. An invention is a new concept or product that derives from ideas or from scientific research. Innovation, on the
other hand, is the combination of new or existing ideas to create something desired by customers, viable in the
marketplace, and possible with technology (see Figure 12.1).
Figure 12.1Primary components of innovation
The inputs used to innovate could be new inventions or they could be old ideas. For example, Henry Ford didn't invent the
automobile. Karl Benz from Germany did. However, Ford combined scientific management concepts with the automobile
production process to build automobiles more efficiently (Figure 12.2). This innovation built on existing inventions to
usher in a new industry with the scale to meet demand.
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4
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6/15/20, 2:56 PMGlobal Innovation and Intellectual Property
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Figure 12.2Innovation in the auto industryCarl Benz of Mercedes Benz invented the automobile (left). Henry Ford of Ford
Motor Company innovated by combining ideas on assembly lines with car production (right).
Most global managers struggle to get people in their companies to innovate. So far, no one has created a formula or model
that reliably leads companies to increased innovation. Some management approaches are helpful, but none is perfect. As
Dr. Brian Junling Li, vice president of Alibaba Group, puts it, “Innovation doesn't come from organized plans. It comes
from our preparedness to deal with the uncertainty of the future.” To understand how global companies can effectively
deal with the uncertainties of the future, we first need to examine the different types of innovation in which companies can
invest.
Three Kinds of Innovation
Different types of innovation have different implications for company growth. Based on those implications, we can
organize innovations into three types: those that improve performance, those that enhance efficiency, and those that create
a market.
Performance-improving innovations replace old products with upgraded models. Often, the improvements in these models
are consistent worldwide. Performance-improving innovations keep a company growing because they provide .
6 Developing Strategic and Operational PlansIngram Publish.docx
6 Developing Strategic and Operational Plans
Ingram Publishing/Thinkstock
To mean well is nothing without to do well.
—Plautus
Trinummus
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify strategy concepts, including the components of organizational strategy; generic strategies; diversi-
fication, integration, and implementation strategies; and blue ocean strategy.
• Describe the use of strategies for large, multiunit organizations, including the use of the Boston Consult-
ing Group matrix to discern strategic implications from the analysis of existing operations, and the use of
product/market expansion strategies and diversification strategies for organizational growth.
• Discuss tactical issues that are relevant to pursuing participation in a managed-care network.
• Delineate the factors that influence the selection of a strategy by an organization.
• Explain how operational plans support strategic plans, and describe how operational plans are developed.
Section 6.1Strategy Concepts
Introduction
After developing a set of objectives for the time period covered by the strategic plan, the strat-
egy necessary for accomplishing those objectives must be formulated. First, planners must
design an overall strategy, and then define the operating details of that strategy as it relates
to providing services, promoting operations, determining locations, and increasing revenue
sources. This chapter introduces the concept of strategy, and describes strategy elements,
approaches to strategy development, and how operational plans support strategic plans.
6.1 Strategy Concepts
The word strategy has been used in a number of ways over the years and especially so in
the context of business. As we discussed in Chapter 2, strategy means leadership and may
be defined as the course of action taken by an organization to achieve its objectives. It is a
description first in general terms and then, in increasingly greater detail, of the activities
the organization will undertake to meet its goals and fulfill its ongoing mission. Strategy
is the catalyst or dynamic element of managing that enables a company to accomplish its
objectives.
Strategy development is both a science and an art, a product of both logic and creativity. The
scientific aspect deals with assembling and allocating the resources necessary to achieve
an organization’s objectives with emphasis on matching organizational strengths with envi-
ronmental opportunities, while working within cost and time constraints. The art of strat-
egy is mainly concerned with the effective use of resources, including motivating people to
make the strategy work, while being sensitive to the environmental forces that may affect
the organization’s performance and maintaining the ability to adapt the HCO to these chang-
ing conditions.
Components of Organizational Strategy
The focus of strategy varies by the planning level: the organizat.
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Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
1
Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
4
Defense-in-Depth and Awareness Techniques
Vikesh Desai
University of Cumberlands
Defense-in-Depth and Awareness Techniques
Awareness is one of the essential aspects in most of the organization, which requires a high magnitude to address comprehensively in all sections.
The depth in defense is more paramount to ensure that the organizations are comprehensively and effectively protect their system from the cyber-
attack activities. The most crucial strategy to deploy is two strategic systems that enhance the high degree of security instead of implementing one
security system. Various organizations have taken into account the defense in depth very crucial. Still, the organizations demanded to incorporate
their awareness through the provision of comprehensive educations to the employees and the workers in the organizations concerning the vital
measures that should be taken into account to curb security issues and develop holistic values taken into account. Most of the organizations are
known not to take the awareness as pressing issues that demand high consideration for the process of protecting and enhancing the security to be
tight. For any organization to protect their system from the cybercrime attack, they need to embrace situational awareness so that they can compre-
hensively develop strategic interventions that enable them to improve and assist in the detection of the up and coming threats as well as the
1
1
1
1
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strengthens that countermeasures the cybercrime activities. To me.
617httpsdrive.google.comdriveu0mobilefolders1e8xYisfDL.docx
6/17
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http://mym.cdn.laureate-media.com/2dett4d/software/IBM/SPSS/Documents/WAL_SPSS_Mac_Install_Instructionsv27.pdf
http://mym.cdn.laureate-media.com/2dett4d/software/IBM/SPSS/Documents/WAL_SPSS_v27_Install_Instructions.pdf
.
6.2 What protocols comprise TLS6.3 What is the difference.docx
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6.2 What protocols comprise TLS6.3 What is the difference bet.docx
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6-3 Discussion Making DecisionsDiscussion Topic Starts Jun 5, 2.docx
6-3 Discussion: Making Decisions
Discussion Topic
Starts Jun 5, 2021 11:59 PM
View
this interactive discussion scenario
and answer the question(s) posed at the end of the presentation.
A transcript for the video
Interactive Discussion Scenario
is available.
.
5An American in IndiaWhat is my inheritance To what am .docx
5
An American in India
What is my inheritance? To what am I an heir?
To all that humanity has achieved during tens of
thousands of years, to all that it has thought and
felt and suffered and taken pleasure in, to its cries
of triumph and its bitter agony of defeat, to that
astonishing adventure of man which began so long
ago and yet continues and beckons us. To all this
and more in common with all men. But there is
a special heritage for those of us of India, one
more especially applicable.
j awa h a r l a l n e h r u , The Discovery of India
Before boarding the plane on my previous trip to India, when I was fif-
teen, I asked my father if they had Frosted Flakes there. “I don’t think
so,” he replied. Then how could I be expected to stay for six weeks?
I was openly contemptuous of India during that family trip.
Thumbs Up Cola didn’t taste at all like Coke, and the paper straw I
sucked it through was too small to get a good gulp in. There was no
shower in my grandmother’s home. Bathing was a primitive affair that
77Patel, E. (2007). Acts of faith : The story of an american muslim, the struggle for the soul of a
generation. Retrieved from http://ebookcentral.proquest.com
Created from southuniversity-ebooks on 2020-02-23 18:41:45.
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consisted of putting water in a bucket and pouring it over yourself
with a pitcher. The air conditioners made too much noise. The fans
just blew the heat around. India was a land of filth, nuisance, and
backwardness.
In Bombay, where my extended family is based, I spent my days in-
side my aunt’s apartment reading Ayn Rand novels and outlining my
college application essays. My cousins offered to take me out at night
but soon got tired of my attitude. “Remember, tell them not to put ice
in your drink,” Bathool told me at a juice bar on Chowpatty Beach,
doing her best to protect my American stomach from a case of the
runs. “What the hell is wrong with this place that you can’t even have
the ice?” I responded.
When we went touring in the north, through Agra and Jaipur, the
only hour I didn’t complain was when we were at the Taj Mahal. My
white friends at school had asked me to tell them what it was like; I
paid attention so I could report back. The rest of the time, I cursed the
searing heat; the sticky dirt; the stinking, heaving crush of brown bod-
ies around me. I threw a tantrum when I discovered that we had been
bumped from our original flight and would have to wait an extra two
days before returning. “I just want to go home,” I whined like a five-
year-old to my parents.
And now I was going back to India. Six years separated the jour-
neys. I was embarrassed by my behavior on my previous trip, but most
of all I was angry at America. After all, it was America that had se-
duced me into adopting its styles and its scorn, forced me to sacrifice
my true heritage in a devil’s bargain for accepta.
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUC.docx
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUCTIONS..
Guided Response:
Review your classmates’ posts and choose two posts to respond to.
If you choose a peer that selected the same student as you, address the following prompts:
· Discuss how your plans are similar and how they differ.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
If you choose a peer that selected a different student than you, address the following prompts:
· Share what you appreciated about their plan and suggest at least one additional way to build a relationship with that student.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
BRITTNEY’S POST:
I would work to have a relationship with Olivia just like I would work to have a relationship with any one of my students. I would start every morning by asking her how she is as she comes through door, ask her at some point throughout the day how she is doing, and ask how everyone’s day went at the end of the day. I would also make a point on Mondays to ask everyone what they did over the weekend and Fridays what everyone’s plans are for the weekend. Talking about a child’s day and/or weekend is a great way to build a connection with my students, as well as making it clear that they can talk to me if they need to, and speaking to them with respect, not like they are below you. In addition, it would help to talk about your weekend plans and your day as well. I think each of my strategies will make a positive impact on building a relationship with my students because each one has everything to do with them learning to trust, talk to, and respect me as well.
A few suggestions I would give Olivia’s parents to further build this bond is to suggest one on one time after school a couple times a week or a monthly recap with all the students. One on one time with Olivia would consist of Olivia being able to talk about whatever she wants with homework help and additional tutoring if needed. A monthly recap would consist of one hour a month where the student and their parents can come in for cookies and discuss anything they want. Such as, critiques on my teaching skills/methods, suggestions on material/activities, or just anything I can improve on as an educator. I think it is important to develop a relationship with every child because children do not want to learn from someone they do not like or who does not like them. Rita Pierson, who discusses how she, her parents, and maternal grandparents were educators and the value and importance of human connection. Pierson discusses how everyone is affected by a teacher or an adult at some point in their life. She then goes on to discuss how a teacher said “They don’t pay me to like the kids. They pay me to teach a lesson. The k.
6 peer responses due in 18 hours Each set of 2 responses will ha.docx
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
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Proceedings of the 18th ACM/IFIP/USENIX Middleware
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Identify the case study you selected. Explain whether the primary offender demonstrates features of a disciplined psychopath or an undisciplined psychopath. Provide examples to support your conclusion. Explain how these features differ from those displayed by individuals with antisocial personalities or narcissism. Explain the challenges a forensic psychology professional might have working with individuals with antisocial personality disorder or psychopathy.
Support your post with references to the Learning Resources and other academic sources.
Case Study #1
FPSY 6201 Psychological Aspects of Violent Crime Week 6 Case Studies
Paul is a 31-year-old man who was recently arrested for shooting a store manager during a robbery. He has a history of aggression and violating the law, including burglary, robbery, assault, and numerous drug charges. He is a high school dropout and has never been able to hold a job. When he first meets someone, he can come across as engaging, funny, and charming. He has been in numerous relationships; however, in those relationships he was emotionally detached and parasitic, as well as verbally and physically abusive. He has a volatile temperament and no sense of obligation or responsibility to anyone. His crimes often display a complete lack of empathy for his victims.
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60CHAPTER THREEconsistent with the so-called performative app.docx
60 CHAPTER THREE
consistent with the so-called performative approach in social studies (K,apchan, 1995; Schechner, 2002; Warren 2001). According to this approach, to perform is to carry something into effect; hence, intercultural communication can be viewed as a process of carrying meaning, or cultural identity, as such, into effect.
When we speak of performativity or performance in intercultural communi cation, we must remember that "performance is the manifestation of performa tivity. This is to say, performativity refers to the reiterative process of becoming, while performance refers to the materialization of that process-the individual acts by human players in the world" (Warren, 2001: 106; boldface added)
The performative approach suggests that intercultural communication is per formed, like music. There are a variety of verbal and nonverbal elements (notes), with which people create various language games (music). Some games are quite simple (a routine greeting), while others are more complex (business negotia tions). In all cases, though, meanings are performed; that is, they are created and re-created in the process of interaction. People perform various activities repeat edly, and through repetition these movements become symbolic resources making up cultural identity. In intercultural interactions, to use Nietzsche's expression, "the deed is everything" (quoted in Butler, 1990: 25).
,11
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Introducing the Performativity Principle
Looking at intercultural communication as performance, we will formulate our third principle of intercultural communication: the Perfo.rmativity Principle. There are three parts to this principle, and each deals with intercultural communication as creating and enacting meaning in the process of interaction. First, we will dis cuss the dramaturgy of intercultural performativity, or how people move from rules to roles. Next, we will present intercultural communication as a reiterative process. Finally, we will show the structure of intercultural communication as per formance. We will discuss each part separately and then formulate the Performa tivity Principle as a whole.
The Dramaturgy of Performativity:
From Rules to Roles
Communication as Drama. When people communicate with one another, they try to reach their goals by using various language means. Every act of com munication is a performance whereby people lace each other (either literally or in a mediated fashion, such as via the telephone or the Internet) and, as if on stage, present themselves-their very identities-dramatically to each other.
The theatrical or dramaturgical metaphor for communication does not sug
gest that people perform actions according to predetermined scripts or that per formances are insincere and deceitful. Nor does the theatrical metaphor suggest that people think of themselves as actors, always conscious of performing on stage. What the dramaturgical view of performativity states.
6 pagesThe following sections are in the final consulting .docx
6 pages
The following sections are in the final consulting report: Introduction to the Organization and Entry, Informal Data Collection, Microdiagnosis, and Contracting. Begin composing these sections in a document of 6–9 pages, not including the title page, table of contents, or reference list. Address the following elements:
Introduction to the Organization
Type of organization
Description of and information about the organization (e.g., review Web sites, press, and published documents)
Number of employees or key members
The opportunities that were initially identified or issues the organization faces
Entry, Informal Data Collection, Microdiagnosis, Contracting
Description of the issue or opportunity that served as a starting point for your work with the client
The process of diagnosing the problem and the agreed-upon objectives
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6 peer responses due in 24 hours Each set of 2 responses wil.docx
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Respond to at least two of your classmates
TAMMY’S POST:
The differences between mandatory, aspirational, principle and virtue ethics are paramount to ethical practice. The comprehension and implementation of the spheres of each allow for adhesion to policy and a sense of professionalism.
"General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose". (American Psychological Association, 2017)
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Professional ethics in interdisciplinary collaboratives: Zeal, paternalism, and mandated reporting
(2006) are between an attorney's zeal or client autonomy within the judicial system relationships in contrast to the Social Services scope of interests of humanity and social justice. Since the adaption of roles and environments tend to adjust, concern if responsibility sways in the contention of the differences. Social services render a larger and more diverse "moral community" and their sustainability stemming from virtue. The judicial system attends to the political policy and rules governing lawful adherence versus deviance. Another spectrum is mandatory reporting obligations which are said to be more profound when ethics pursue and in the collaboration still clash. An issue is an act of ethics versus the 'command' according to an agency (Anderson, Barenberg, & Tremblay, 2006. p. 663).
The differences between principle ethics and virtue ethics
The general principles of the APA are considered aspirational. Simultaneously, therapists, psychologists, and psychiatrists, and similar social services are mandated in the ethical codes of conduct to act in the betterment and safety of others, especially those deemed incompetent or incapacitated to do so.
The difference between principle ethics and virtue ethics splits by social normative and subjectivity. Social normative are more definite by culture but still universal and often mandatory. For instance, law-abiding and humane acts from avoiding reckless driving, speeding, or operating under the influence of obligatory care of the elderly, a child, or the disability are mandatory. Virtue ethics are less objective and more diverse to demographics and ethnography. Like integrity, it is a matter of right and wrong based on habits, behaviors rooted in one's upbringing. For example, seeing someone drop money instead of keeping it is returned to the person seen dropping it. Another.
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Student: Avinash Kustagi
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05/29/2020
Data mining can be explained as the method to interpret information and hypothesis from large knowledge and data collections like databases or data warehouses.
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61520, 256 PMGlobal Innovation and Intellectual Property.docx
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12.1 Innovation as a Tool for Global Growth
LEARNING OBJECTIVE
Identify three types of innovation that can fuel global growth.
Over 93 percent of global executives rate innovation as a key driver of organic global growth. More importantly, research
shows that around 85 percent of a company's productivity gains are related to R&D and other innovation-related
investments.
Innovation is the commercialization of new invention. However, many innovations do not necessarily build on new
inventions. An invention is a new concept or product that derives from ideas or from scientific research. Innovation, on the
other hand, is the combination of new or existing ideas to create something desired by customers, viable in the
marketplace, and possible with technology (see Figure 12.1).
Figure 12.1Primary components of innovation
The inputs used to innovate could be new inventions or they could be old ideas. For example, Henry Ford didn't invent the
automobile. Karl Benz from Germany did. However, Ford combined scientific management concepts with the automobile
production process to build automobiles more efficiently (Figure 12.2). This innovation built on existing inventions to
usher in a new industry with the scale to meet demand.
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Figure 12.2Innovation in the auto industryCarl Benz of Mercedes Benz invented the automobile (left). Henry Ford of Ford
Motor Company innovated by combining ideas on assembly lines with car production (right).
Most global managers struggle to get people in their companies to innovate. So far, no one has created a formula or model
that reliably leads companies to increased innovation. Some management approaches are helpful, but none is perfect. As
Dr. Brian Junling Li, vice president of Alibaba Group, puts it, “Innovation doesn't come from organized plans. It comes
from our preparedness to deal with the uncertainty of the future.” To understand how global companies can effectively
deal with the uncertainties of the future, we first need to examine the different types of innovation in which companies can
invest.
Three Kinds of Innovation
Different types of innovation have different implications for company growth. Based on those implications, we can
organize innovations into three types: those that improve performance, those that enhance efficiency, and those that create
a market.
Performance-improving innovations replace old products with upgraded models. Often, the improvements in these models
are consistent worldwide. Performance-improving innovations keep a company growing because they provide .
6 Developing Strategic and Operational PlansIngram Publish.docx
6 Developing Strategic and Operational Plans
Ingram Publishing/Thinkstock
To mean well is nothing without to do well.
—Plautus
Trinummus
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify strategy concepts, including the components of organizational strategy; generic strategies; diversi-
fication, integration, and implementation strategies; and blue ocean strategy.
• Describe the use of strategies for large, multiunit organizations, including the use of the Boston Consult-
ing Group matrix to discern strategic implications from the analysis of existing operations, and the use of
product/market expansion strategies and diversification strategies for organizational growth.
• Discuss tactical issues that are relevant to pursuing participation in a managed-care network.
• Delineate the factors that influence the selection of a strategy by an organization.
• Explain how operational plans support strategic plans, and describe how operational plans are developed.
Section 6.1Strategy Concepts
Introduction
After developing a set of objectives for the time period covered by the strategic plan, the strat-
egy necessary for accomplishing those objectives must be formulated. First, planners must
design an overall strategy, and then define the operating details of that strategy as it relates
to providing services, promoting operations, determining locations, and increasing revenue
sources. This chapter introduces the concept of strategy, and describes strategy elements,
approaches to strategy development, and how operational plans support strategic plans.
6.1 Strategy Concepts
The word strategy has been used in a number of ways over the years and especially so in
the context of business. As we discussed in Chapter 2, strategy means leadership and may
be defined as the course of action taken by an organization to achieve its objectives. It is a
description first in general terms and then, in increasingly greater detail, of the activities
the organization will undertake to meet its goals and fulfill its ongoing mission. Strategy
is the catalyst or dynamic element of managing that enables a company to accomplish its
objectives.
Strategy development is both a science and an art, a product of both logic and creativity. The
scientific aspect deals with assembling and allocating the resources necessary to achieve
an organization’s objectives with emphasis on matching organizational strengths with envi-
ronmental opportunities, while working within cost and time constraints. The art of strat-
egy is mainly concerned with the effective use of resources, including motivating people to
make the strategy work, while being sensitive to the environmental forces that may affect
the organization’s performance and maintaining the ability to adapt the HCO to these chang-
ing conditions.
Components of Organizational Strategy
The focus of strategy varies by the planning level: the organizat.
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Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
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Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
4
Defense-in-Depth and Awareness Techniques
Vikesh Desai
University of Cumberlands
Defense-in-Depth and Awareness Techniques
Awareness is one of the essential aspects in most of the organization, which requires a high magnitude to address comprehensively in all sections.
The depth in defense is more paramount to ensure that the organizations are comprehensively and effectively protect their system from the cyber-
attack activities. The most crucial strategy to deploy is two strategic systems that enhance the high degree of security instead of implementing one
security system. Various organizations have taken into account the defense in depth very crucial. Still, the organizations demanded to incorporate
their awareness through the provision of comprehensive educations to the employees and the workers in the organizations concerning the vital
measures that should be taken into account to curb security issues and develop holistic values taken into account. Most of the organizations are
known not to take the awareness as pressing issues that demand high consideration for the process of protecting and enhancing the security to be
tight. For any organization to protect their system from the cybercrime attack, they need to embrace situational awareness so that they can compre-
hensively develop strategic interventions that enable them to improve and assist in the detection of the up and coming threats as well as the
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strengthens that countermeasures the cybercrime activities. To me.
617httpsdrive.google.comdriveu0mobilefolders1e8xYisfDL.docx
6/17
https://drive.google.com/drive/u/0/mobile/folders/1e8xYisfDLwJc2l_qQrBVKJLw1RnqNmqu?usp=sharing
http://mym.cdn.laureate-media.com/2dett4d/software/IBM/SPSS/Documents/WAL_SPSS_Mac_Install_Instructionsv27.pdf
http://mym.cdn.laureate-media.com/2dett4d/software/IBM/SPSS/Documents/WAL_SPSS_v27_Install_Instructions.pdf
.
6.2 What protocols comprise TLS6.3 What is the difference.docx
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6.2 What protocols comprise TLS6.3 What is the difference bet.docx
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6-3 Discussion Making DecisionsDiscussion Topic Starts Jun 5, 2.docx
6-3 Discussion: Making Decisions
Discussion Topic
Starts Jun 5, 2021 11:59 PM
View
this interactive discussion scenario
and answer the question(s) posed at the end of the presentation.
A transcript for the video
Interactive Discussion Scenario
is available.
.
5An American in IndiaWhat is my inheritance To what am .docx
5
An American in India
What is my inheritance? To what am I an heir?
To all that humanity has achieved during tens of
thousands of years, to all that it has thought and
felt and suffered and taken pleasure in, to its cries
of triumph and its bitter agony of defeat, to that
astonishing adventure of man which began so long
ago and yet continues and beckons us. To all this
and more in common with all men. But there is
a special heritage for those of us of India, one
more especially applicable.
j awa h a r l a l n e h r u , The Discovery of India
Before boarding the plane on my previous trip to India, when I was fif-
teen, I asked my father if they had Frosted Flakes there. “I don’t think
so,” he replied. Then how could I be expected to stay for six weeks?
I was openly contemptuous of India during that family trip.
Thumbs Up Cola didn’t taste at all like Coke, and the paper straw I
sucked it through was too small to get a good gulp in. There was no
shower in my grandmother’s home. Bathing was a primitive affair that
77Patel, E. (2007). Acts of faith : The story of an american muslim, the struggle for the soul of a
generation. Retrieved from http://ebookcentral.proquest.com
Created from southuniversity-ebooks on 2020-02-23 18:41:45.
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consisted of putting water in a bucket and pouring it over yourself
with a pitcher. The air conditioners made too much noise. The fans
just blew the heat around. India was a land of filth, nuisance, and
backwardness.
In Bombay, where my extended family is based, I spent my days in-
side my aunt’s apartment reading Ayn Rand novels and outlining my
college application essays. My cousins offered to take me out at night
but soon got tired of my attitude. “Remember, tell them not to put ice
in your drink,” Bathool told me at a juice bar on Chowpatty Beach,
doing her best to protect my American stomach from a case of the
runs. “What the hell is wrong with this place that you can’t even have
the ice?” I responded.
When we went touring in the north, through Agra and Jaipur, the
only hour I didn’t complain was when we were at the Taj Mahal. My
white friends at school had asked me to tell them what it was like; I
paid attention so I could report back. The rest of the time, I cursed the
searing heat; the sticky dirt; the stinking, heaving crush of brown bod-
ies around me. I threw a tantrum when I discovered that we had been
bumped from our original flight and would have to wait an extra two
days before returning. “I just want to go home,” I whined like a five-
year-old to my parents.
And now I was going back to India. Six years separated the jour-
neys. I was embarrassed by my behavior on my previous trip, but most
of all I was angry at America. After all, it was America that had se-
duced me into adopting its styles and its scorn, forced me to sacrifice
my true heritage in a devil’s bargain for accepta.
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUC.docx
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUCTIONS..
Guided Response:
Review your classmates’ posts and choose two posts to respond to.
If you choose a peer that selected the same student as you, address the following prompts:
· Discuss how your plans are similar and how they differ.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
If you choose a peer that selected a different student than you, address the following prompts:
· Share what you appreciated about their plan and suggest at least one additional way to build a relationship with that student.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
BRITTNEY’S POST:
I would work to have a relationship with Olivia just like I would work to have a relationship with any one of my students. I would start every morning by asking her how she is as she comes through door, ask her at some point throughout the day how she is doing, and ask how everyone’s day went at the end of the day. I would also make a point on Mondays to ask everyone what they did over the weekend and Fridays what everyone’s plans are for the weekend. Talking about a child’s day and/or weekend is a great way to build a connection with my students, as well as making it clear that they can talk to me if they need to, and speaking to them with respect, not like they are below you. In addition, it would help to talk about your weekend plans and your day as well. I think each of my strategies will make a positive impact on building a relationship with my students because each one has everything to do with them learning to trust, talk to, and respect me as well.
A few suggestions I would give Olivia’s parents to further build this bond is to suggest one on one time after school a couple times a week or a monthly recap with all the students. One on one time with Olivia would consist of Olivia being able to talk about whatever she wants with homework help and additional tutoring if needed. A monthly recap would consist of one hour a month where the student and their parents can come in for cookies and discuss anything they want. Such as, critiques on my teaching skills/methods, suggestions on material/activities, or just anything I can improve on as an educator. I think it is important to develop a relationship with every child because children do not want to learn from someone they do not like or who does not like them. Rita Pierson, who discusses how she, her parents, and maternal grandparents were educators and the value and importance of human connection. Pierson discusses how everyone is affected by a teacher or an adult at some point in their life. She then goes on to discuss how a teacher said “They don’t pay me to like the kids. They pay me to teach a lesson. The k.
6 peer responses due in 18 hours Each set of 2 responses will ha.docx
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
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