Is Our System of Criminal Justice Just? While the U.S. Constitution provides extensive protections for those accused and convicted of crimes, the implementation of that system of justice has been uneven in U.S. history. Therefore, for this assignment you will be responsible for answering thoroughly the three supporting questions as it pertains to understanding Constitutional guarantees and the improvements to the criminal justice system. • The submission should adhere to MLA standards, Times New Roman, 12point font, and double space. • Answer each of the using scholarly material indicated. This is not an opinion assignment, so be sure that all responses to the questions below are derived from analyzing the Constitutional Amendments, Supreme Court Cases, and the novel . • The entire assignment should be a minimum of 250 words in length. 1. Briefly explain, what are the legal protections guaranteed to those accused and convicted of crimes under the 4th, 5th, 6th, 8th, and 14th Amendment? 2. Review the Supreme Court cases provided below, summarize the ruling for each case, and . • Each of the landmark Supreme Court cases presented in the hyperlinks below directly addresses Constitutional amendments that are relevant to the improvement of the criminal justice system. Gideon v. Wainwright (1963) refers to the 14th amendment; Miranda v. Arizona (1966) refers to the 5th amendment; Batson v. Kentucky (1986) refers to the 6th and 14th amendments; Atkins v. Virginia (2002) refers to the 8th amendment; Arizona v. Gant (2009) refers to the 4th amendment. Some of these cases reiterated protections provided by particular amendments, while others pointed out violations of amendments. o or https://www.oyez.org/cases/1962/155o or https://www.oyez.org/cases/1965/759o or https://www.oyez.org/cases/1985/84-6263o or https://www.oyez.org/cases/2001/00-8452o or Example: The U.S. Supreme Court in ruled that pursuant to the 14th Amendment, the use of deadly force by a law enforcement official is prohibited to prevent a suspect from fleeing unless there is probable cause the suspect is of threat to the officer or the community. Therefore, this case limited the authority of officers to use deadly force against a suspect that is unarmed and is not of any threat to the community. 3. Read excerpt 1 or 2 from the novel by Bryan Stevenson provided below, consider how the statement aligns with the Supreme Court case(s) reviewed in the previous task, and analyze the excerpt to determine how it illustrate limitations of our criminal justice system in practice. • Structural Inequality “We have created a new caste system that forces thousands of people into homelessness, bans them from living with their families and in their communities, and renders them virtually unemployable…Presumptions of guilt, poverty, racial bias, and a host of other social, structural, and political dynamics have created a system that is defined by error, a system in which thousands of innocent people now suffer in prison” (Stevenson, p. 16) • Right to Counsel “Bryan,” [Steve Bright, director of the SPDC,] said at some point during our short flight, “capital punishment means ‘them without the capital get the punishment.’ We can’t people on death row without from people like you”…After years of prohibition and delay, executions were again taking place in the Deep South, and most of the people crowded on death row had no lawyers and no right to counsel. There was a growing fear that people would soon be killed without ever having their cases reviewed by skilled counsel” (Stevenson, pp. 6-7). Source: Stevenson, B. (2015). Just mercy: A story of justice and redemption. New York: Spiegel & Grau
PEER RESPONSES WEEK 2 Top of Form a brief explanation of three important components of the psychiatric interview and why you consider these elements important. Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is ful to a nurse practitioner’s psychiatric assessment. Support your approach with evidence-based literature. The psychiatric interview is an important component of assessing and evaluating the patient’s present and past mental health conditions. The first important component of the psychiatric interview is to use therapeutic communication to establish a trusting rapport with open-ended questions; identity the patient’s chief complaint in their own words. The second component is to assess the patient’s history of present illness; the patient states in their own words symptoms or concerns. Evaluate the patient’s psychiatric history such as diagnosis, current or past treatment plans. The patient should state and include any physical ailments/diseases including treatment therapies. The third is an important component of the interview is completing a mental status examination. According to Sadock, B.J. et al. (2015) the MSE is the psychiatric equivalent of a physical examination. The psychiatric examination is vital for practitioners to assess, evaluate, diagnose and establish a treatment plan. According to Voss and Das (2020) article, the MSE is key for detections of psychiatric signs and symptoms of mental and physical illness that includes categories of the patient appearance, behavior, motor activity, speech, mood, judgment, thought processes, perceptual disturbances, insight, and cognition. The mental status examination is a collection of subjective assessment and data by the practitioner. The psychometric properties of the patient health questionnaire, PHQ-9 is an assessment tool used to screen patients for mental health with depression. The American Psychological Association (2020) states the PHQ-9 is a patient health questionnaire used to detect or assess for depression with high reliability and validity psychometric properties with supporting evidence if the patient score is between is greater than or equal to 10 the patient is 7 to 13.6 times likely to diagnose with depression, and scores 4 or less there is a 1 in 25 chance of a patient diagnosed with depression. The Journal of BMC Psychiatry (2020) reports the patient health questionnaire-9 this screening tool was developed for use in a primary care setting to assess patients with depression due to the prevalence of depression to improve patient outcomes and decrease disability related to depression. The patient health questionnaire-9 form is an appropriate screening tool and scale to use within primary care physician office visits and among mental health providers during the MSE and interview to assess, evaluate and treat depression as applicable. American Psychological Association (2021). Patient health questionnaire (PHQ-9 & PHQ -2): Construct Depressive Symptoms. Retrieved from Kroenke, K., Spitzer, R. L., & Williams, J. B. (2001). The PHQ-9: validity of a brief depression severity measure. , (9), 606–613. Molebatsi, K., Motlhatlhedi, K. & Wambua, G.N.(2020, June, 12). The validity and reliability of the Patient Health Questionnaire-9 for screening depression in primary health care patients in Botswana. 295 Retrieved from Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). (11th ed.). Wolters Kluwer. Voss, R.M. and Das, J.M. (2020, October 13). Mental status examination. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2021 Jan-. Available from: Bottom of Form Three important components of the psychiatric interview are establishing a solid therapeutic alliance, obtaining a thorough psychiatric history, and involving the client is therapeutic decisions (Carlat, 2017). Establishing a therapeutic alliance develops a sense of trust and rapport between the practitioner and the client. The therapeutic alliance is formed by conveying emotional sensitivity, casting judgment aside, and projecting competence in the statements used and questions asked (DePue et al., 2020). Obtaining a thorough psychiatric history is crucial in establishing a clear overview of the client’s psychiatric history, current psychiatric treatment, and other comorbidities affecting the client or their treatment (Carlat, 2017). Involving the client in their treatment is crucial to optimize treatment adherence. The client is significantly more likely to be receptive to education and adhere to a treatment plan they ed negotiate and create (Etingen et al., 2019). Psychometric components of the Patient Health Questionnaire (PHQ-9) include sensitivity and specificity to depressive symptoms within the diagnostic criteria (Mehra et al., 2021). The PHQ-9 tool assesses for DSM-5 depressive symptoms over the span of two weeks with the opportunity for the client to specify the frequency of each symptom’s occurrence. These properties aid in making this tool reliable, specific, and valid. It is appropriate to use the PHQ-9 when initially assessing for symptoms of depression and as a tool to repeatedly measure the progress of depressive symptoms over a time period. The PHQ-9 is ful to a nurse practitioner’s psychiatric assessment because it can assist in the identification of a client’s baseline of depressive symptoms or trend of depressive symptoms (Harrison et al., 2021). The client can intermittently complete the assessment throughout their treatment to assess whether or not the client’s depression is worsening or improving (Harrison et al., 2021). While the PHQ-9 is an excellent tool, further assessment of the client’s understanding of the questions and the answers they provide are necessary. The second question asks if the client has felt down, depressed, or hopeless over the past two weeks (Harrison et al., 2021). Determining which one the client is feeling is crucial because a hopeless client might be experiencing more abysmal lows. Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer. DePue, M. K., Liu, R., Lambie, G. W., & Gonzalez, J. (2020). Examining the effects of the supervisory relationship and therapeutic alliance on client outcomes in novice therapists. . Etingen, B., Hill, J., Miller, L., Schwartz, A., LaVela, S., & Jordan, N. (2019). An exploratory pilot study to describe shared decision-making for PTSD treatment planning: The provider perspective. , 467-475. Harrison, P., Walton, S., Fennema, D., Duan, S., Jaeckle, T., Goldsmith, K., Carr, E., Ashworth, M., Young, A. H., & Zahn, R. (2021). Development and validation of the maudsley modified patient health questionnaire (MM-PHQ-9). (4) doi:http://dx.doi.org.ezp.waldenulibrary.org/10.1192/bjo.2021.953 Mehra, A., Agarwal, A., Bashar, M., & Grover, S. (2021). Evaluation of Psychometric Properties of Hindi Versions of Geriatric Depression Scale and Patient Health Questionnaire in Older Adults. (4), 319–324. https://doi-org.ezp.waldenulibrary.org/10.1177/02537176211022159 Bottom of Form
SKILL SHEET ATTACHED MUST BE DONE AS WELL There is an accompanying video that supplements these instructions. Important details are included and the basic instructions here are all elaborated on. Any details covered in the video applies to the assignment’s instructions; meaning, if I mention it in the video, it applies to the assignment. Although the main focus of this course is on counseling theories, before one can become an expert on any particular techniques, one must FIRST learn and practice some basic interviewing skills and do this in a Each week, you will be interviewing about a particular topic of choice, and throughout that interview you will be practicing some basic – yet fundamental – interviewing skills. These assignments are specifically designed for the student to experience firsthand what it is like to interview an individual for an extended period of time. With each assignment/interview, there is a corresponding skill attending sheet that is REQUIRED to be completed. Note: The submission of the skills sheet is considered an additional assignment. 1. Locate an volunteer (someone age 21 or older…NOT A CHILD) who is willing to assist you as you practice basic attending skills, questioning skills, and reflecting of feelings. Explain to your volunteer that they will assist you by simply discussing with you a topic of choice as you practice your basic attending skills, questioning skills, and reflecting of feelings . 2. You must choose a different person each week. Spouses, your children, your parents, your grandparents/foster parents, or your best friend are NOT permitted, since you are too familiar with one another. 3. When it comes time for the interview event, you MUST chose a QUIET AND PRIVATE setting INDOORS, as opposed to a public setting or event, such a restaurant, a game, a movie, etc. The two of you need to be completely alone in a room with a door that is CLOSED and focused on one another throughout this interview event. 4. Before the interview begins, advise your volunteer that you will discuss their observations with them after the practice session. 5. Print out a copy of the skills monitoring sheet BEFORE the interview. Give your volunteer the Skill Monitoring Sheet to refer to during the interview. They will be completing this form after the skill practice is over.6. After the interview ends, and they complete the skill monitoring sheet, you are to write a one FULL page (minimum) summary of the entire interview event. One and page, no half pages, or 3/4ths of a page, with no large spaces ( ). The paper must be properly formatted (see formatting requirements below) with one-inch margins on each side. It is recommended that students set the margins at one-inch on each side BEFORE THEY BEGIN TYPING. (This margin setting already may be a pre-set, but check anyway to make sure it is one-inch on each side.)7. The interview assignments are NOT about the person you interview or even about the things that they said; rather, these interview assignments are about YOU and improving your ability to talk with individuals over long periods of time (such as in an interview or counseling session). That being said, the written summary of the interview should focus on YOU and YOUR PERFORMANCE throughout that interview. Introduction, Summary, and Conclusion (see below) In the beginning of the summary, VERY BRIEFLY include the name of the person you interviewed, who they are, and how you know them. Additionally, include the broad topic(s) that were discussed, and where (SPECIFICALLY) the interview was conducted, along with how long (SPECIFICALLY) the interview lasted. This background information is limited to . Following these two introductory sentences, the remainder of the assignment (the body of the paper) needs to specifically focus ONLY on what occurred in the actual interview event, focusing on YOU and YOUR PERFORMANCE throughout the interview, NOTHING ELSE. In your summary, you include the following: 1. How did you feel throughout the interview? FULLY DESCRIBE ALL EMOTIONS INVOLVED. 2. How did you feel throughout the interview? FULLY DESCRIBE THESE PHYSICAL FEELINGS. 3. How did you specifically dictate and control the interview? INCLUDE ALL SPECIFICS HERE. 4. What was going on in your head throughout this interview? FULLY DESCRIBE ALL YOUR THOUGHTS HERE. 5. The overall tone of the interview. 6. Anything else that may have occurred the interview. What’s important here in these summaries is how YOU responded to what was occurring, and how you performed. Were you nervous? Why? Where you scared to talk to this person? Why? Was it an awkward situation? Why? Were you comfortable? Why do you feel you were? Anxious? Stumbling over your words? Elaborate on all of this throughout your summary. Finally, write a conclusion that includes how you feel the interview went, problems that occurred, how you are going to approach your next interview, along with what you feel you need to improve on and how you are going to follow through with that. 8. Submit the summary as an attachment; .9. Complete the Skills Assessment Sheet as a (See directions in the Assignments for each Module) All work is to be double spaced, using 12-point font size and Times New Roman type, with one-inch margins. DO NOT INCREASE THE MARGIN SIZE IN ORDER TO MAKE YOUR PAPER APPEAR LONGER. ONLY use one-inch margins. One point will be deducted for each proofreading error/mistake. If the student makes at least proofreading errors, (see below). It is highly advised that students use the tutoring/writing/editing resources at their disposal turning in any written assignments*. For assignments that are submitted with an excessive amount of proofreading errors, . For example, if an assignment is worth 100 points, only 10 points would be earned. Once an excessive amount of such errors is seen by the instructor, the score will occur automatically. The student will then be advised (in the grading notes) to seek out and use the tutoring/writing/editing resources at their disposal so this does not occur again in future assignment submissions. If a student earns only 10% of the overall score due the excessive errors or low quality of work, they may request to re-submit the assignment. However, they will only have one week to request this and then re-attempt the work. Any re-attempt requests can occur through Weeks 1- 5 ONLY. * Only ONE re-attempt is permitted per assignment. Not meeting the specific requirements overall of the assignment: restaurant, work breakroom (or on a work break), hospital lounge,waiting room, car/vehicle, coffee shop, grocery/store checkout line, or anywhere public at all grandparents/foster parents descriptions of how you felt emotionally or how you felt physicallythroughout the interview Not meeting the specific requirements of the formatting in some way: (it was single spaced or triple-spaced or some variation not double-spaced) (Ex. The introduction was incorporated into the body of the paper) (Ex. The conclusion was incorporated into the body of the paper) course, the name of the college, the date, or other filler (such as blankspace) at the beginning of the summary incomprehensible phrases/sentences, and punctuation errors (Up to 9; after, only 10% can be earned on assignment) 3/4ths of the required full and complete page interview itself (such as background information, setting up the interview, personal opinions, off-topic content, or anything else that did NOT occur in the actual
Assignment 3: Juvenile Court In this assignment, you will focus on evaluations typically conducted for juvenile courts. Some specific purposes of these evaluations include informing the courts of the juvenile’s competency and treatment needs and aiding the courts in adjudication decisions. These evaluations also might the courts determine appropriate sentences for juveniles charged with crimes. The evaluator has the challenging responsibility of presenting the evaluation results for these intended purposes. Tasks: Write a 3- to 4-page paper, including the following points: Your paper should rely upon at least three sources from additional professional literature; the sources must be cited in APA format. Professional literature may include relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov). Submission Details:
Asking the right questions in the right way is crucial to having an evaluation that actually provides the information you need. In your Unit 6 assignment, you critiqued the program evaluation that was conducted for the jobs program. If you were in charge of this program, what are three questions you would want answered by the evaluation? Defend your choices with references to the literature. Why do you believe that the questions you have asked are important? What do you hope to learn from the answers? Write a minimum of 500 words for the initial post of this discussion. This is the only discussion in this unit.
Locate the following case study in the course textbook: Interpersonal Relations Case 15.1 – The One Cent Ethical Dilemma, p. 375. Complete the case study by showing your understanding of the content in addressing the questions and directives in two to three pages, including a title page and reference page. The title and reference pages do not count toward the total page requirement. Answer the Case Questions at the end of the case on p. 375. In addition, answer the following directives to complete your case study: Be sure to apply the proper APA format for the content and reference provided.
Peer 1 My practicum takes place at a child daycare center. This past week I spent time with the four and five year- old children. We talked about our teeth. When asked to raise their hand if they brushed their teeth, I was surprised to find that out of fifteen children, only eight had. This provided a good teaching opportunity about the function of our teeth. We looked at pictures of teeth and learned that they us bite, chew, talk, and us smile. Then I read the book Why Should I Brush My Teeth. They were so enthralled with the twelve-page story. Afterward, I answered some of their questions about their teeth. One of the Healthy People 2020 goals is to prevent dental caries. I believe that childcare centers can serve as educators for oral health. This can be achieved by offering water instead of fruit juice and sending home flyers to parents about healthy foods. I learned that I must shorten my lessons. Children ask a lot of questions, and I felt as if I needed to answer them all. My preceptor kept pointing to her watch. I do not know why I thought this would be easy. Office of Disease Prevention and Health Promotion. (2014). Oral Health. Healthy People 2020. Retrieved from This week was rather interesting. Just a reminder I am doing my capstone at A.L.I.C.E hope a non-profit organization that s people deal with different trauma they are going through with the main one being domestic violence. My preceptor asked me to attend a banquet where she was getting honored for all her work within the community. This week my preceptor went met with different community leaders to discuss a plan to victims of domestic violence. She also told me that she is a two-time survivor of domestic violence and that this is something close to her heart and she wanted women to know that they can get away and feel safe. We had a client call and said she was feeling really down and felt like everywhere she went her partner was following her. She said she started receiving calls and when she answered the person hung up in her face. She said she felt like she can’t live like this anymore. We met up with her and ed get her numbers changed. We also set her up with temporary housing with a security system so she feels a little safer. My preceptor also talked with her to see where her mind was because she knew other women that committed suicide and did not want this to happen. The lady says he feels safer and is going to set up an appointment with the therapist. At that moment I never realized how traumatic or emotionally draining. This made me want to even more. Everyone deserves to feel safe at home and not constantly looking over their shoulder. Women who have dealt with domestic violence may have depression or even experience PTSD. October is domestic violence awareness month and my preceptor mentioned to me that many people think domestic violence is only physical and she says that a myth. She said domestic violence is physical, mental, verbal, emotional, financial, and psychological abuse. References DomesticShelters.org. (2020, October 14). Domestic Violence Survivors at Higher Risk for Suicide. Retrieved October 15, 2020, from
Recent headlines have sparked heated debate about whether boys should be allowed to dress as girls. For example, a 5-year-old boy in Seattle who enjoys things traditionally for girls, such as jewelry, the color pink, and dresses was supported and encouraged by his mother, who wrote a book about him called “My Princess Boy”. A J. Crew ad featured a mother painting her young boy’s toenails hot pink (CBS News, 2011 April 13). Reactions ranged from outrage and disbelief to support of the mothers. On the flipside, girls who shun traditionally “girly things” such as dresses and flowers in favor of more traditional “boy things” such as watching or playing sports, rough-and-tumble play, and choosing boys as friends are often called tomboys. For either sex, choosing to engage in activities traditionally reserved for a specific sex can result in teasing and accusations of homosexuality.
magine you are a quality leader for a health care organization and have been asked to create a manual for new employees to introduce the basic concepts of risk and quality management. a 1,750- to 2,100-word manual in which you address the following: Within your manual, you must include a matrix in which you do the following: To assist you with the development of your matrix the Risk and Quality Management Tools Matrix located under student materials. The matrix must be embedded within your training manual. your manual according to APA guidelines. at least 4 peer-reviewed, scholarly, or similar references.
NFS 2033-01 FOOD MICROBIOLOYFALL 20211INDIVIDUAL PROJECT: MICROBE PROFILE PORTFOLIOWHAT:Working individually, you will create a set of profiles for the bacteriawe will study starting in Week 4.WHY:Doing this will you meet course learning outcomes 1 & 3 (see syllabus for descriptions).WHEN/WHERE:Due by 11:59 pm on Sunday, October3rdusing the Canvas Assignment link in our classroom.HOW:1.You will create a set ofbriefindividual profiles for the following 10 bacteria: Listeria, E. coli, Salmonella, Shigella, Yersenia, Vibrio, Campylobacter, Staphylococcus, Bacillus, Clostridium.2.For each bacteria, include:•Genus and species. Any species linked to foodborne illnessis acceptable.•Morphology (shape).•Morbidity (prevalence) and mortalityrates. These are separate, and you must give both. Notethe most recent data you can find.•Growth factors: give the range of temperatures, pH,and water activity for the bacteria, notingmin/max/optimal whenpossible. Note whether it is aerobic, anaerobic, or facultative, and how tolerant it is to high sugar or salt concentrations.•Foods. Note which foods/beverages outbreaks are commonly associated with. Note any emerging concerns with new foods or beverage.•Symptoms and Treatment.Give onset, duration, and description of symptoms. List treatmentoptions.•Control.Note recommended control measures to prevent infection.•Referencelist using the AMA citation style: http://www.bcit.ca/files/library/pdf/bcit-ama_citation_guide.pdf.You may use your text as a reference, butnotthe class lecture slides.•Bonus: 10points for listing known virulence factors(1 point per organism).3.Format: it’s up to you! You can do them electronically on Word, hand write on index cards, make a binder, etc. The sky is the limit, so long asyou can upload yourprojector picturesof iton Canvas that show me each of the required elements has been met.One example is using the Pathogens Profile format used throughout your textbook.POINT DISTRIBUTION:10 points per profile(7 points requiredcontent, 3 points presentation), 100 points totalRESOURCESHere is a partial list of ful resources. Feel free to use others(you may have to forsome answers).•The Bacterial Diversity Metadatabase. https://bacdive.dsmz.de/•Global Catalogue of Microorganisms.http://gcm.wfcc.info/•PHI-base. http://www.phi-base.org/•CDC. https://www.cdc.gov/foodsafety/outbreaks/index.html