Short Essay

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Study Guide for True Justice

This is an important film and so I have created this study guide to help you get the most out of the material presented by Bryan Stevenson. This 2019, HBO documentary has a running time of about one hour and 42 minutes. Hopefully, we will watch it all in one sitting. Let me give you a little background information on Mr. Stevenson:

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Bryan Stevenson is the founder and Executive Director of the Equal Justice Initiative (EJI), a human rights organization in Montgomery, Alabama. Mr. Stevenson is a widely acclaimed public interest lawyer who has dedicated his career to helping the poor, the incarcerated, and the condemned. Under his leadership, EJI has won major legal challenges eliminating excessive and unfair sentencing, exonerating innocent death row prisoners, confronting abuse of the incarcerated and the mentally ill, and aiding children prosecuted as adults. Mr. Stevenson and his staff have won reversals, relief, or release from prison for over 135 wrongly condemned prisoners on death row and won relief for hundreds of others wrongly convicted or unfairly sentenced. Mr. Stevenson has argued and won multiple cases at the United States Supreme Court, including a 2019 ruling protecting condemned prisoners who suffer from dementia and a landmark 2012 ruling that banned mandatory life-imprisonment-without-parole sentences for all children 17 or younger. Mr. Stevenson has initiated major new anti-poverty and anti-discrimination efforts that challenge inequality in America. He led the creation of two highly acclaimed cultural sites which opened in 2018:  the Legacy Museum and the National Memorial for Peace and Justice. These new national landmark institutions chronicle the legacy of slavery, lynching, and racial segregation, and the connection to mass incarceration and contemporary issues of racial bias.

Mr. Stevenson’s work has won him numerous awards, including the prestigious MacArthur Foundation “Genius” Prize; the ABA Medal, the American Bar Association’s highest honor; the National Medal of Liberty from the American Civil Liberties Union after he was nominated by United States Supreme Court Justice John Stevens; the Public Interest Lawyer of the Year by the National Association of Public Interest Lawyers; and the Olaf Palme Prize in Stockholm, Sweden, for international human rights. In 2002, he received the Alabama State Bar Commissioners Award. In 2003, the SALT Human Rights Award was presented to Mr. Stevenson by the Society of American Law Teachers. In 2004, he received the Award for Courageous Advocacy from the American College of Trial Lawyers and also the Lawyer for the People Award from the National Lawyers Guild. In 2006, New York University presented Mr. Stevenson with its Distinguished Teaching Award. Mr. Stevenson won the Gruber Foundation International Justice Prize and was awarded the NAACP William Robert Ming Advocacy Award, the National Legal Aid & Defender Association Lifetime Achievement Award, the Ford Foundation Visionaries Award, and the Roosevelt Institute Franklin D. Roosevelt Freedom from Fear Award. In 2012, Mr. Stevenson received the American Psychiatric Association Human Rights Award, the Birmingham Civil Rights Institute Fred L. Shuttlesworth Award, and the Smithsonian Magazine American Ingenuity Award in Social Progress. Mr. Stevenson was inducted into the American Academy of Arts and Science in 2014 and won the Lannan Cultural Freedom Prize. In 2015, he was named to the Time 100 list recognizing the world’s most influential people. In 2016, he received the American Bar Association’s Thurgood Marshall Award. He was named in Fortune’s 2016 and 2017 World’s Greatest Leaders list. He received the Martin Luther King Jr. Nonviolent Peace Prize from the King Center in Atlanta in 2018.

Mr. Stevenson has received 40 honorary doctoral degrees, including degrees from Harvard, Yale, Princeton, the University of Pennsylvania, and Oxford University. He is the author of the critically acclaimed New York Times bestseller, Just Mercy, which was named by Time Magazine as one of the 10 Best Books of Nonfiction for 2014 and has been awarded several honors, including the American Library Association’s Carnegie Medal for best nonfiction book of 2015 and a 2015 NAACP Image Award. He is a graduate of the Harvard Law School and the Harvard School of Government.

Things to notice in the film. I have left room for your notes under each question:

· What year did Bryan experience swimming in a segregated swimming pool in the deep South? What state was he in? Think about how recent in time this actually was. Your professor in this class has a daughter that is only 7 years younger than Bryan.

 

· Do you think the white children who were made to get out of the swimming pool remembered the incident? How powerful do you think memories are? Does racism harm everybody or only people of color?

 

 

· Why did Johnnie Carr tell Brian he was going to need to be “Brave Brave Brave”?

 

· Notice that the State of Alabama has no public defender system and the highest death penalty rate in the nation.

 

 

· Notice the comment that the death penalty belt states go with “race, poverty, politics, and passions of the moment” and that it’s all about race and place. What does that mean to you?

 

· Pay attention to the scene when Bryan Stevenson is confronting a white female legislator about percentages of black people who are incarcerated versus percentages of the population of black people and the applause that follows. How do you feel about that scene? What do you see on Bryan’s face when the people applaud? Is the legislator right or wrong?

 

· What was the Dred Scott decision and what was its impact on African-Americans in America?

 

 

 

· How were states rights used as a tool of racism and why is the term “states rights” considered a dog whistle in today’s politics?

 

 

· Note the protests of the 1940s and 1950s as African-Americans began to assert their civil rights in America.

 

· Who was Thurgood Marshall and the NAACP?

 

 

 

· Pay attention when you see pictures or scenes of the Supreme Court of the United States. What racial and gender makeup do you see? Are there any women? Are there any people of color?

 

· What was Brown versus the Board of Education and what year was it decided?

 

 

 

· What were colored schools?

 

 

· What did you hear Ray Hinton say about the smell of burning human flesh? Why does he say he needs a southern white man to help when his case?

 

· What is death Row syndrome?

 

 

· What does Brian say about the power of “I love you”?

 

 

 

· How was the narrative war won by the South? What does that mean?

 

 

· Was white supremacy enforced by lynchings? If so, how?

 

· What were some of the reasons for lynching given in the film? Did you notice that interracial romance was one of the top reasons for lynching? How do you feel about that?

 

 

 

· Where is Monroe County? Who is Harper Lee and why is she important to Monroe County?

 

 

· What does the film teach you about Walter McMillan’s conviction? When did that happen? Why is that especially relevant today?

 

· Why does Walter have dementia?

 

 

 

· Why is the death penalty so dangerous? What percentage of people sentenced to death are found to be innocent?

 

 

 

 

 

· Why does Bryan say that gangs, drugs, and crime go back to the horrors of slavery and poverty? Do you agree? Why or why not?

 

· Who is the unseen child? What does Bryan say about kids in huge orange jumpsuits chained to poles? How do you feel about teenagers doing life sentences were getting the death penalty?

 

 

 

· What is the difference between law and justice? Are they the same thing? Why not?

 

 

 

· In 2005 Roper versus Simmons was an important case. What was it about?

 

 

· What did Bryan’s grandmother tell him about hearing sounds of misery, suffering, and sadness? Are you listening to those sounds too? Are you motivated to help?

 

 

· Why was there a mass migration by African-Americans from the South to the North after the Civil War?

 

 

 

 

· What does it mean to be an agent of change? Bryan Stephenson says he is broken. Are all of us broken?

 

· Notice that in 1972 there were 300,000 people incarcerated in the United States. Today there are 2.2 million. Why do you think that is?

 

 

 

· What do you think of the Legacy Museum and how can that help other people to understand how many lives were lost to lynchings?

 

· What does Bryan say is the root of a “consciousness of racism”? What does that have to do with the Dred Scott decision?

 

Notes and Reflections: use the space below to record your own feelings and reflections about this important subject.

 
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Reading Assignment

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ISS305: Reading Diary Questions Module #4

4 Total Questions Q1: Dishonesty and the Tragedy of the Commons [40 points] Ariely’s findings about dishonesty support the philosophical conundrum of the “tragedy of the commons.” First, give us a quick rundown of the tragedy of the commons (using your own words; it would be ironic to get dinged for academic dishonesty here). Now find and describe an example of the tragedy of the commons that you have experienced in your life, or that you see happening in the world. (Note that we also have access to Wikipedia and the other common examples, so do spend some time here coming up with something that is novel/interesting) How was this tragedy of the commons dealt with? How did the parties respond? Was the remedy for this tragedy of the commons effective? How might you apply Ariely’s findings about dishonesty to this tragedy of the commons to make the remedy more effective? Q2: Behavior Explained [40 points] Throughout Predictably Irrational, we are presented with research that shows us that while we think we are in the driver’s seat of our decisions, we are “pawns in a game whose forces we largely fail to comprehend.” For this question, we would like you to become a behavioral economist. You will describe a situation where you have seen people behave in a manner that is irrational. Then we would like you to design an experiment which explains this irrationality. How will you divide participants into a control and treatment group? What potential issues might your experiment face? How would you overcome those issues? And finally, while you obviously cannot perform your experiment, what answers might you find that explain why your subjects behaved so irrationally? Q3: The Power and Perils of Statistics [30 points] In your opinion, wherein lies the greatest potential benefit of statistical inference? That is, are the greatest advances and gains to be made within the field of medicine, economics, or some other field? Why this field? Name at least one specific benefit that your chosen field might bring in the near future with the help of statistics, and precisely how statistics can help. Next, wherein lies the greatest danger of the abuse of statistical inference? That is, in what field would such abuse have the worst consequences? (This may be either the same field whose potential advances you’ve already discussed, or a different field.) Again, why this field? Name a specific possible abuse of statistics that you think could lead the field’s research astray in such a way as to have such consequences.

 

 

Q4: Programmatic Self-Evaluation [40 points] Think about the kinds of program evaluations that would relate to your life, the comparisons that might be made between you as you are now and certain counterfactuals in which one of your characteristics is changed. For example, you are most likely seeking a college degree, but how would certain ‘dependent variables’ – like your life expectancy or your likely wealth at age 65 – be changed if you weren’t? Wheelan touches on this example, so come up with two different characteristics of your own life (ideally, the outcomes of some of the more important decisions that you’ve made in the past, like the decision to seek a degree), and imagine yourself without each of these characteristics (one at a time, of course, so as to isolate the effects of each). Don’t worry about how you would design a test of the effects of each characteristic – each ‘treatment’ – but think about what these effects might be. What might the significant differences be between yourself and each of your two counterfactuals, in terms of things like long-term health, long-term earnings, long-term happiness, etc.? For each of your two comparisons, make two suggestions as to what the ‘treatment effects’ of your two real-life characteristics might be. (You probably won’t be able to be very precise, but that’s okay.)

 
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Penn Foster Exam 40609400

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Penn foster Exam # 40609400

 

 

Complete the following exam by answering the questions and compiling your answers into a word-processing document. When you are ready to submit your answers, refer to the instructions at the end of your exam booklet.

 

Part A:

Answer each of the following questions in one or more complete paragraphs. Each answer is worth 10 points.

 

1. How does the Chicago School of thought explain the causes of crime by making an analogy to ecology?

 

 

2. Explain Cesare Beccaria’s theory of criminology.

 

 

 

3. Explain the differences between a complaint, an information, and a grand jury indictment.

 

 

4. Identify ways in which inquisitorial systems differ from adversarial systems.

 

5. What are the different philosophical rationales or justifications for punishment?

 

 

Part B:

Answer each of the following questions in about five to seven sentences. Each answer is worth 5 points.

 

 

1. Explain how guidelines are used to help judges and juries decide whether the death penalty should be imposed in a given case.

 

 

2. How does the right to have your appeal heard in an intermediate court of appeal differ from the right to have it heard in a court of last resort?

 

 

3. How do psychoanalytic theories explain psychopaths?

 

 

4. How do personal relationships and homosexual relationships in women’s prisons differ from those in men’s prisons?

 

 

5. Indigent defendants can have a court-appointed attorney, a public defender, or a contract lawyer. What are the differences among these?

 

6. What is preventive detention and how is it justified?

 

 

7. What are the differences between the four models of teen court?

 

 

8. What is the exclusionary rule, and what are its three primary purposes?

 

 

9. Explain five of the types of police misconduct identified by Ellwyn Stoddard.

 

 

10. What are the three different operational styles, or different overall approaches to the police job, that James Wilson found in a study of eight police departments?

 
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MN551 Advanced Pathophysiology Across The Lifespan

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Question 1.                       

A community health nurse practitioner is teaching a group of female high school students about the importance of regular Papanicolaou (Pap) smears. The nurse recognizes that which of the following items underlies the rationale for this teaching?

The active substitution of normal cells in the cervix correlates to cancer risk.

Undifferentiated stem cells are an early indicator of cervical cancer.

Cancer of the uterine cervix develops incrementally at a cellular level.

Dysplasia in the connective tissue of the cervix is a strong precursor to cancer.

 

Question 2.                       

A patient who has a diagnosis of lung cancer is scheduled to begin radiation treatment. The NP providing pretreatment education is explaining some of the potential unwanted effects of the treatment. Which of the following statements by the nurse is most accurate?

“Some patients experience longer-term irritation of skin adjacent to the treatment site.”

“Sometimes you might find that your blood takes longer to clot than normal.”

“The changes that you might see are normally irreversible.”

“The unwanted effects will be limited to the exposed portions of your skin.”

 

Question 3.                       

Which of the following patients of a primary care nurse practitioner would not require extra screening for cancer?

A 51-year-old woman whose grandmother died of breast cancer

A 48-year-old man who takes immunosuppressant drugs following a kidney transplant

A 50-year-old male who is obese and has a low-fiber, high-fat diet

A 38-year-old female with Down syndrome and congenital scoliosis

 

 

Question 4.                       

A nurse practitioner is educating a patient with a recent diagnosis of diabetes about the roles that glucose and insulin play in the disease pathology and the fact that glucose must enter the cell in order to provide energy for the patient. The nurse practitioner knows that which of the following processes allows glucose to enter body cells

Osmosis

Facilitated diffusion

Active transport

Diffusion

Question 5.                       

A student nurse practitioner asks her preceptor about the origins of different tissues, and their cellular origins during the process of development. Which of the following statements by the preceptor best describes the process of cell differentiation?

“Cells of the hematopoietic system produce the appropriate body cells that are required at each stage of development.”

“A single stem cell differentiates into approximately 200 different types of cells.”

“A fertilized ovum undergoes a series of divisions, yielding many different cell types.”

“Cells differentiate into necessary body cells, peaking after conception, and ceasing near the time of birth.”

Question 6.                       

The nurse practitioner is seeing a client who has an acute exacerbation of Crohn’s disease. The NP recognizes the fact that the disease involves the inflammation and irritation of the intestinal lining. Which of the following types of tissue is most likely involved in the patient’s pathology?

Simple columnar epithelium

Glandular epithelium

Simple cuboidal epthelium

Stratified epithelium

Question 7.                       

A nurse practitioner employed in a hospitalist notices that a patient is experiencing muscle atrophy following 2 weeks in traction after a motor vehicle accident. Which of the following factors has most likely contributed to the atrophy of the patient’s muscle cells?

High levels of insulin and IGF-1 in the patient’s blood during immobilization

Denervation of the affected muscles during the time of traction

A reduction of skeletal muscle use secondary to the traction treatment

Reduced oxygen consumption and cellular function that ensures muscle cell survival

 

Question 8.                       

A 7-year-old boy is admitted to the hospital with a suspected diagnosis of lead toxicity. Which of the following assessment findings is most congruent with the patient’s diagnosis?

Decreased deep tendon reflexes

Hemoglobin 9.9 g/dL

Diffuse muscle pain

White blood cells (WBC) 11,000/mm3

Question 9.                       

The NP is teaching a group of older adults about the value of including foods containing antioxidants in their diet. Which of the following statements best captures the rationale underlying the NPs advice?

Antioxidants inhibit the actions of reactive oxygen species (ROS).

Antioxidants prevent the formation of superoxide dismutase.

Antioxidants react nonspecifically with molecules.

Antioxidants prevent the occurrence of cell dysplasia.

Question 10.                     

Which of the following statements most accurately conveys an aspect of cell injury due to impaired calcium homeostasis?

Normal intracellular calcium ion levels are higher than extracellular levels.

Ischemia and certain toxins cause a decrease in cytosolic calcium.

Injured cells tend to accumulate calcium.

Low calcium levels cause an activation of damaging enzymes.

Question 11.                     

The NP is providing care for a 21-year-old female patient with gas gangrene of a compound fracture in her arm. Which of the following assessment findings would the nurse most reasonably expect to find when caring for a patient with a diagnosis of gas gangrene?

Inflammation of the affected tissue

A positive culture for Staphylococcus

Spreading edema

Impaired alveolar gas exchange

Question 12.                     

A 45-year-old patient who experienced exposure to radiation during an industrial accident several years prior is being assessed. Which of the following phenomena may underlie the genetic changes that have been noted in the patient?

Base pairs may have been rearranged by the radiation exposure.

Endonucleases may have influenced the DNA structure following exposure.

Two paired bases may have exchanged helical positions after the accident.

The radiation may have produced redundant or degenerate genetic code.

Question 13.                     

A child possesses a trait that is the result of the interaction of two different genes, neither of which could have produced the trait independently. Which of the following explanations best captures the genetic explanation for this?

 

The trait is an expression of multiple alleles.

Epistasis has dictated the phenotypic outcome.

The phenomenon is an example of polygenic inheritance.

The outcome is the result of the interaction between collaborative genes.

Question 14.                     

A group of researchers has identified that the prevalence of two particular genetic disorders share a statistical correlation. Which of the following statements best conveys the genetic rationale for this situation?

There is likely a cause-and-effect relationship between the two genes responsible.

The chromosomes containing each gene are likely closely situated.

The genes causing each disorder are likely in the same section of the same chromosome.

The disorders likely share the same locus.

Question 15.                     

A researcher is involved in the production of insulin through recombinant DNA technology. Which of the following statements could the researcher best provide as a rationale for her work?

The gene fragment responsible for insulin production can be isolated and reproduced.

Particular bacteria are capable of insulin production.

It is possible to reproduce the chromosome responsible for insulin production.

Recombination of DNA base pairs can result in a gene that will produce insulin.

Question 16.                     

An infant who is four days postpartum has been diagnosed with a single-gene disorder. The parents of the child have a number of questions about the etiology of the health problem, which the physician is attempting to address in detail. Which of the following teaching points most accurately captures an aspect of single-gene congenital disorders?

Affected genes are present on autosomal chromosomes rather than sex chromosomes.

The majority of single-gene disorders manifest near the time of puberty.

A particular defect can be caused by mutations at one of several different loci.

Single-gene disorders are associated with existing rather than new mutations.

Question 17.                     

A male patient of a nurse practitioner has an autosomal dominant disorder. The patient and his partner are considering starting a family. Which of the patient’s following statements indicates the patient has an adequate understanding of the genetic basis of this health problem?

“I know there’s no way of accurately determining the chance that my child will inherit the disease.”

“My children who don’t have the disease still run the risk of passing it on to their children.”

“I know that new genetic mutations won’t occur between generations.”

“I know that a single mutant allele is to blame for the health problem.”

 

 

 

Question 18.                     

A 6-year-old girl with a diagnosis of Marfan syndrome is being assessed at a community health clinic. Which of the following assessments would be the health care professional’s lowest priority?

A test of the child’s visual acuity

A musculoskeletal assessment

Tests of kidney function

Cardiovascular assessment

Question 19.                     

A new older female patient at a long-term care facility has a diagnosis of type 1 neurofibromatosis (NF-1). As part of the intake assessment protocol for the facility, the clinical educator is teaching the care staff about the diagnosis. Which of the following statements most accurately conveys an aspect of neurofibromatosis?

“The neurofibroma lesions are unsightly for the patient, but they are not painful.

“Her diagnosis puts her at higher risk of developing a malignant neoplasm.”

“She is living with an example of an autosomal recessive disorder.”

“The patient is likely to be photosensitive as a result of the disease.”

Question 20.                     

As part of an orientation to a genetic counseling practice, a group of medical students is differentiating between autosomal recessive disorders and autosomal dominant disorders. Which of the following statements is true of autosomal recessive disorders?

They can manifest when present in one or both gene pairs.

There is a one in two chance of an affected child in each pregnancy with an affected mother.

They tend to have a more uniform symptomatology than autosomal dominant disorders.

The associated disorders are usually attributable to abnormalities in structural proteins.

 

Question 21.                     

Which of the following pregnant women has most likely encountered the greatest increase in the risk that her child will have a fetal anomaly?

A woman with diagnoses of syphilis and cirrhosis of the liver

A woman who has herpes simplex and recently recovered from endocarditis

A woman with chronic obstructive pulmonary syndrome and tuberculosis

A woman with diagnoses of insulin-dependent diabetes mellitus and peripheral neuropathy

 

Question 22.                     

A 77-year-old male patient with a diagnosis of stomach cancer has been found to have metastases in his liver. The patient and his family are surprised at this turn of events, stating that they don’t see how he could have developed cancer in his liver. Which of the following facts would underlie the reply that the care team provides?

The parenchymal tissue of the liver is particularly susceptible to secondary malignancies.

The portal circulatory system brings venous blood from the gastrointestinal tract into the liver.

Hepatic stromal tissue shares characteristics with cancerous cells, including lack of anchorage dependence.

The proximity of the liver to the stomach allows for direct spread of cancerous cells due to a lack of contact inhibition.

 

Question 23.                     

A woman is surprised to read on the Internet that certain infections can cause cancer and has sought clarification from her nurse practitioner during an office visit. How can the NP best respond to the woman’s query?

“Though it’s not particularly common, it’s true that certain bacteria and viruses can lead to cancer.”

“Most cancers that cannot be attributed to family history or lifestyle are in fact associated with viruses.”

“There are many viruses, but only a very few of them have been shown to cause cancer in humans.”

“This is true; for example, HIV has been shown to cause cancer in some patients.”

 

Question 24.                     

The family of a 68-year-old man who is in the end stages of small cell lung cancer is distraught at his visible body wasting that has worsened in recent weeks. Which of the following phenomena best accounts for the patient’s anorexia and cachexia?

Inadequate cellular metabolism of glucose results from tumor factors

High fat losses coupled with preservation of muscle mass exaggerate the appearance of wasting

Products of the tumor itself as well as a hypermetabolic state cause cachexia

Inadequate food intake due to symptoms and treatment results in loss of both muscle and fat

 

Question 25.                     

The nurse practitioner working in occupational health has been asked to speak to a group of factory workers about the importance of wearing gloves when working with strong chemicals such as turpentine and paint thinner. Which of the following characteristics of cell membranes underlies the nurse’s teaching?

Cell membranes are impermeable to all but lipid-soluble substances.

Cell membranes have lipids that have a hydrophilic head and a hydrophobic tail.

Cell membranes contain receptors for hormones and biologically active substances.

Transmembrane proteins can pass through the cell membrane into the intracellular environment.

 
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World Religions In Dialogue – VRI Paper

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This course introduces students to the empathetic approach to the study of world religions, which requires that we strive to “get into the shoes” of members of the world’s religions through dialogue. In order to help students understand and become familiar with the life of some members of world’s religions, students in the course are asked to visit a religious institution or VRI in their local city. You will then write what is called a VRI paper that captures your experience in detail. Think of the paper as a report on the institution combined with your reflections on the experience. In this paper you are asked to describe the institution, and its relation to the various traditions that you study, among other things (for example, identify whether the institution is a church in the Protestant or Catholic tradition; whether the institution is a Jewish synagogue in the Reform tradition; or if it is a Buddhist temple, whether it is Theravada). Be sure to read the Rubric for the VRI paper assignment for further details.

NOTE: The religious institution that I picked was a Chapel Annex to speak with Chaplain Elias J. Paulk of the Roman Catholic religion.

 

 

 

SOLID EVIDENCE PARTIAL EVIDENCE

 

NO EVIDENCE

 

CRITERIA 1: USE OF SOURCES Does the paper use credible sources? Accurate

information from the institution’s “insiders,”

especially interviews of leaders and/or members; then

group’s website & other publications. Anything they

say about themselves should take priority. Also

important is information from students’ personal

observations during visit (things you would say or

point out). RSL1.1; CC1.2

Information is accurate; resources are

legitimate; resources include interviews of

insiders and are varied.

Information is accurate with only a

few minor errors; resources good

but not varied enough.

Information does not include

interviews is unreliable, based

on second-hand account, or

inaccurate; resources are

generally not valid

CRITERIA 2: BROAD CONTENT (8 dimensions)

Does the paper cover a broad spectrum of content

about the institution?

Information collected on the institution must include

the following eight dimensions: 1) description of

geographical location and history of group in Tampa;

2) the particular religious tradition the group claims

to represent; 3) defining beliefs and practice

(according to them); 4) meeting times, common

forms of worship and prayer; 5) leadership of the

group, and number of members; 6) “outsider” and

“insider” views of the group’s relationship to local

community); 7) and an “insider” answer to this

question: “What are some things you wish others

knew about your tradition?” DO NOT LEAVE

OUT #7; 8) general reflection on your overall

experience and how it illuminates or challenges

readings in class. RSL1.2

 

Paper includes all eight dimensions. Leaves out one to three dimensions

(not #7).

Includes five or less dimensions.

Is there a substantive and meaningful use of

information?

 

Information is complete and helpful; notes

any convergence and divergence among

sources.

Information is only mostly complete

and simplistic.

Incomplete, incorrect, and/or

irrelevant information.

CRITERIA 3: WRITING EFFECTIVELY

COMMUNICATES BROAD CONTENT CC1.2

 

Creative?

Paper tells a story about your experience of this

place.

Experiences of the institution described

vividly, clearly relevant, and help reader

feel as if they had visited the religious

group.

For the most part creative additions

are helpful in telling the story but

distract from the “broad content”

from criteria 2.

Creative narrative has little to do

with the institution and broad

content of the paper.

Coherent?

Does the paper have a logical flow?

Paper is coherent, with clear introduction,

language use, and conclusion; demonstrates

extensive and intimate knowledge of the

subject as well as all criteria of the rubric.

Paper is coherent for the most part

but missing important elements

from the broad content criteria. Few

spelling and grammatical errors

Paper lacks coherence. Spelling

and grammar errors are frequent

and distract from content.

REL 223 World Religions in Dialogue – VRI Paper Rubric. This assignment is worth 30 points. For each item, Solid Evidence = 7-10; Partial Evidence = 3-7; Little to No Evidence = 0-2

 
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HHS 207 Communcation Skills For Health And Human Services-WK 3-D1

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L

How many times have you either asked or been asked, “Are you listening?” While we might think we know what it means to be an effective listener, different skills are needed to suit different situations. In the human services field, listening is a multi-faceted task that must take into account the needs of the client and the situation being addressed. In this first discussion, you will consider a range of listening skills and how they may be used in a human services setting. Specifically, you will identify active listening skills used within interpersonal and group settings.

Read Chapter 6 of The Interpersonal Communication Book; review the five human service career paths from Human Service Careers (Links to an external site.)Links to an external site. provided by Films on Demand:

  • Early Child Development & Services (03:01)
  • Counseling and Mental Health Services (04:17)
  • Family & Community Services (07:00)
  • Personal Care Services (03:54)
  • Consumer Services (04:11)

Listening in Humas Services

Consider the stages and skills associated with effective listening and reflect on the essential responsibilities associated with one human service career path.

Initial Post: Prepare a 300-word minimum reply that sufficiently addresses each of the items below. Don’t forget that it is critical to cite your sources of information, including the textbook, using APA formatting.

  • What listening styles might this particular professional use in their work with clients, and how might they use them?
  • Identify active listening skills (specifically, the three techniques of active listening identified on page 165) that the professional would apply in both interpersonal and group settings (e.g., one-on-one client interaction, facilitating a group session, etc.). Describe how and why they would be used.
  • Using the Basic Counseling Skills (Links to an external site.)Links to an external site. website, identify two to three interviewing skills, other than active listening, that the professional would apply in both interpersonal and group settings (e.g., one-on-one client interaction, facilitating a group session, etc.). Describe how and why they would be used.

iLis in Human Servicesstening in Human Services

 
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Model

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Directions: You will write at least 500 words (about 50 words per model) outlining the various leaders of the gifted and talented movement and their different models. A short biography of the creator and the educational philosophy of the model must be included. You must cite at least 3 scholarly resources including your text as appropriate. Direct quotes should be held to a minimum and be sure to cite ideas in current APA format. Provide the reference where it says references for each of the models.

6. Model of Gifted Education: CLEAR

Creator: Carolyn Callahan and others

Short Bio of Creator-

Educational Philosophy of Model (what does it set out to do)-

Model Features and Distinctions –define and describe-

Strengths and Weaknesses- What types of gifted students would it support?

Feasibility (funding needed, possible funding streams, training, scheduling, what type of school could afford to use it) –explain reasoning (this segment may take more than 50 words)-

Character Development and Biblical Worldview Integration Possibilities-

Citation references- creditable websites/peer-reviewed journal articles (always include the text if the model is represented there- if not, find at least 3 others):

References for CLEAR (List all references under here) Be sure to in-text cite them as well

 
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BUS 591 Week 2 Assignment

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Week 2 – Assignment 

Week Two Homework Problems

Complete the following Workbook Template Week TwoPreview the document. Problems P3-2B and P3-5B from Chapter 3 are located under “Additional Exercises and Problems” on the Textbook Student Companion Site. Problems E4-15, E4-19, E4-14, E4-21, E4-22, and E4-23 are at the end of Chapter 4 of your text. Submit your work to your instructor by the posted due date. Show all your work in order to earn full credit.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

Week 2 Homework Template

Problem 3-2B: (a) Show the effects of each transaction on the accounting equation. Enter each amount in the proper column. Assume the note payable is to be repaid within the year.

REMEMBER: each transaction affects TWO accounts! Use the + or – signs to indicate whether the amount increased or decreased the account. Total up each account in the last line of the worksheet then “check” your work by totaling up Assets, Liabilities and Equity.  Put each transaction on a separate line.

Remember the accounting equation: assets = liabilities + equity.Note any changes in Retained Earnings on the page below the worksheet.

(a) WALZ SERVICE INC.

 

Assets

=

Liabilities

+

Stockholders’ Equity

 

   Date

Cash

+

Accounts Receivable

+

Supplies

+

Equipment

   =

Notes Payable

+

Accounts Payable

+

Common Stock

+

Retained Earnings

 

Revenues 

–

Expenses

–

Dividends

 

June 1

$

$ 

 

Total of All Columns under Assets

Total of All columns under Liabilities &   Stockholder’s Equity

 

(a) Continued

Changes in Retained Earnings:

(b) Prepare an Income Statement for June 

 

WALZ   SERVICE INC.

 

Income   Statement

 

For   the Month Ended June, 30, 2014

 

Revenues

 

Account title

Amount

 

Expenses

 

Account title

Amount

 

Account title

Amount

 

Account title

Amount

 

Account title

Amount

 

Total expenses

Amount

 

Net income

Amount

(Part C is on the next page)
(c) Prepare a Classified balance sheet at June 30, 2014(Remember, assets and liabilities + equity MUST equal). If it doesn’t, there is an error somewhere).

 

WALZ   SERVICE Inc.

 

Balance   Sheet

 

June   30, 2014

 

 

Assets

 

Current assets

 

Account title

Amount

 

Account title

Amount

 

Account title

Amount

 

Total current assets

Amount

 

Account title

Amount

 

Total assets

Amount

 

 

Liabilities   and Stockholders’ Equity

 

Current liabilities

 

Account title

Amount

 

Account title

Amount

 

Total current liabilities

Amount

 

Stockholders’ equity

 

Account title

Amount

 

Account title

Amount

Amount

 

Total liabilities and stockholders’ equity

Amount

Problem 3-5B is on the next page.

 

(a) Journalize the transactions, including explanations. (Note, enter all accounts in one box. The dates have been included to help with formatting).

Remember that every transaction affects TWO accounts!

 

Date

Account Titles and Explanation

Debit

Credit

 

May 1

31

Part B is on the next page.
PROBLEM 3-5B (Continued)

 

(b) Post the transactions to the ledger T Accounts

Be sure to post the amounts to the correct side of the T-Account!

 

Cash

 

 

Bal.

 

Accounts Receivable

 

 

Bal.

 

Supplies

 

 

Bal.

 

Accounts Payable

 

 

Bal.

 

Unearned Service Revenue

 

 

Bal.

 

Common Stock

 

 

Bal.

 

Service Revenue

 

 

Bal.

 

 

Salaries and Wages Expense

 

 

Bal.

 

Rent Expense

 

 

Bal.

 

PROBLEM 3-5B (Continued) Prepare a Trial Balance on May 31, 2014.

(c) ROYCE CONSULTING

Trial Balance

May 31, 2014

 

Account Name

Debit

Credit

Total

E4-15. Answer questions A through D. Remember to show your calculations! (Add more space as necessary).

(E 4-19 is on the next page).
E4-19. Prepare the closing entries at January 31, 2017.

(Enter all accounts for each transaction in one box. Dates have been provided).

 

Date

Account Titles and Explanation

Debit

Credit

 

Jan 31

 
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Project: Bio-Psycho-Social Assessment

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Project: Bio-Psycho-Social Assessment  –  I WILL HAVE CASE ATTACHED THAT YOU WILL USE FOR THIS ASSESSMENT – CASE OF DALIA 

Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.

PLEASE USE REFERENCES 5 YEARS AND UNDER NOTHING PAST APRIL 2014.

Submit a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:

Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:

· Presenting issue (including referral source)

· Demographic information

· Current living situation

· Birth and developmental history

· School and social relationships

· Family members and relationships

· Health and medical issues (including psychological and psychiatric functioning, substance abuse)

· Spiritual development

· Social, community, and recreational activities

· Client strengths, capacities, and resources

Part B: Analysis of Assessment. Address each of the following:

· Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.

· Analyze how the social environment affects the client.

· Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.

· Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.

· Explain how you would use the identified strengths of the client(s) in a treatment plan.

· Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.

· Analyze the ethical issues present in the case. Explain how will you address them.

· Describe the issues will you need to address around cultural competence.

 
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Case Study

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Due Date: 01/06/2019

Time: 11:00 am Darwin Time (NT)

Words: 2500 words (Excluding References)

Reference style: APA 6th edition (Both In-text referencing and reference list is mandatory)

References: Minimum 12-14 references required. Among which 3 should be from the book (Payne, M (2014) Modern Social Work Theory Palgrave MacMillan) and 6 from the suggested readings. The rest should be from good journal articles.

Name: Essay / Case Study analysis

Choose 1 case study to base your essay/case study analysis on (From the file named “Case Studies – Choose 1 for Final Assignment”)

In your essay you will analyse the case study and critically evaluate the theoretical approach and intervention/s that you would use as a social work practitioner working with this scenario.

Support your ideas and proposed approaches to practice using your learning in this Unit. You can choose one or more of the theoretical models learned throughout this course to prepare your essay. For example: Strengths Based Approaches, Attachment Theory, Systems/Ecological approach and Anti-Oppressive practice.

Your essay should include consideration of:

• The social work/practitioner role and the likely organisational context of the service/s involved in the case study.

• Who is your primary client and consideration their significant others (e.g carers, extended family, friends, peers) when working in partnership in this case.

• What are your initial thoughts about the case study and what you would take into consideration preparing to work with the people in the case study?

• How do theory and models of practice help you to understand the situation?

• How does your understanding of theory and models of practice influence the approach you might take with the case study. Outline how you would work with the people in this scenario.

• Critically evaluate your chosen approach to working with the client using literature

 

Assessment Criteria: The essay will be marked following the criteria below

Analysis/Argument (60%)

· Demonstrated understanding of key concepts, theories or perspectives covered within the unit learning materials in respect to application to the case study (e.g. Strengths Based Practice; Attachment Theory; Trauma Informed Practice; Ecological Systems theory; Anti-Oppressive Practice etc.)

· Application of concepts reflecting critical analysis of the case study and chosen practice approach.

· Use of clear framework in response to the case study and assessment task

· Key concepts, debates and issues identified

· Critical reflection on the topics

· Topics are discussed in adequate depth and use sources and literature relevant to topic

· Evidence of wide reading

 

Structure/Organisation (20%)

· A clear essay structure has been used to put forward a central argument in response to all elements of the assessment task. The essay reflects sound use of paragraphs with a logical flow between sections.

 

Clarity of Expression (10%)

· Correct spelling/punctuation, sound sentence structure and succinct writing. Written expression clearly conveys meaning.

 

Adherence to Academic Writing Style including references (10%)

· Sound use of literature throughout. References are correctly and consistently presented. Sources are adequately acknowledged. A minimum of 10 references is required for this assessment.

 

Book: The learnings from the book should reflect throughout your essay. Minimum 3 references should be used from the book. Correct referencing style should be maintained according to CDU referencing guide. For example, page number, paragraph, and different author’s citation in the book.

Name: Payne, M (2014) Modern Social Work Theory Palgrave MacMillan

Website of the book: https://bookshelf.vitalsource.com/#/user/signin

Username: wahidsalman0227@yahoo.com

Password: Swk313@cdu

Suggested Readings: Minimum 6 references from the suggested reading list should be used.

· Connolly, M., & Harms, L. (2015). Systems theories (Chapter 3), Connolly, M. & Harms, L. (2015) Social work: From theory to practice (Second ed.). Cambridge ; Port Melbourne, vic.: Cambridge university press.

· Howe, D. (2009) Systemic and ecological approaches(Chapter 14). A brief introduction to social work theory. Basingstoke. England

· Roberts, J., Abu‐Baker, K., Diez Fernández, C., Chong Garcia, N., Fredman, G., Kamya, H., … Zevallos Vega, R. (2014). Up Close: Family Therapy Challenges and Innovations Around the World. Family Process, 53(3), 544-576.

· Tudge, J., Mokrova, I., Hatfield, B., & Karnik, R. (2009). Uses and Misuses of Bronfenbrenner’s Bioecological Theory of Human Development. Journal of Family Theory & Review, 1(4), 198-210.

· Geldard, D. & Geldard, K. (2012) Combining skills to facilitate the change process (Chapter 2 ) in Geldard, D. & Geldard, K (2012) Basic personal counselling: A training manual for counsellors (7th ed) Pearson Australia. Frenches Forrest.

· Roose, R., Roets, G., Van Houte, S., Vandenhole, W., & Reynaert, D. (2013). From parental engagement to the engagement of social work services: Discussing reductionist and democratic forms of partnership with families. Child & Family Social Work, 18(4), 449-457. doi:10.1111/j.1365-2206.2012.00864.x

· Maidment, J., & Egan, R. (2016). Practice skills in social work and welfare: More than just common sense. Allen & Unwin.

· Healy, K., & EBook Library. (2014). A dynamic model of practice (Chapter 2) in Healy, K. (2014) Social work theories in context : Creating frameworks for practice (2nd ed.).

· Saleebey, D. (2006) The Strength perspective in social work practice. 7th Edition. Published Pearson

· Gray, Mel. (2011). Back to basics: A critique of the strengths perspective in social work. Families in Society: The Journal of Contemporary Social Services, 92(1), 5-11. DOI: 10.1606/1044-3894.4054

· Dominelli, L. (2009) People who misuse substances : addictions or responses to difficult life circumstances and relationships? (Chapter 7) Dominelli, L. (2009). Introducing social work Cambridge, UK ; Malden, MA: Polity.

· Wendt, S & Seymour, S (2009) Applying Post-structuralist ideas to empowerment: Implications for social work education. Social Work Education: The International Journal 29 (6) pp. 670-682, DOI: 10.1080/02615470903342093

· Buchanan, F. (2013). A critical analysis of the use of attachment theory in cases of domestic violence. Critical Social Work 14(2). University of Windsor. Canada.

· Knight, C. (2015). Trauma-Informed Social Work Practice: Practice Considerations and Challenges. Clinical Social Work Journal, 43(1), 25-37. DOI: 10.1007/s10615-014-0481-6

· Fook, J., & Gardner, F. (2007). Critical reflection and direct practice (Chapter 11). Fook, J., & Gardner, F. (2007) Practising critical reflection a resource handbook. Maidenhead: Open University Press.

· Weld, N. (2011) Working with emotion (Chapter 4). Weld, Nicki. (2011) A Practical Guide to Transformative Supervision for the Helping Professions Amplifying Insight. London ; Philadelphia: Jessica Kingsley, 2012.

 

Teacher’s Notes: This must be followed strictly

· Please define key terms and theories and connect them with your case study

· Use good references to make your views and suggestions connect with the assignment

· While doing critical analysis, don’t just define the terms. Use examples to connect the case study with your analysis.

· Make sure your sentences make good sense and are grammatically correct

· Avoid plagiarism

· If you are working out how to incorporate critical analysis through the section “critically evaluate your chosen approach to working with the client using literature” the following might be useful:

 

Critical analysis of the theories generally fits here. In addition to this consider the specific details of the case study and your overall approach – are there any other complexities for practice that need to be considered that might influence how these theories may/may not suit or other factors that influence the imagined outcomes of the intervention and/or your choice of theory. Critical evaluation is broad – essentially students need to build a clear argument during the course of the essay for their chosen approach. The next stage of evaluation would then reflect some awareness of the complexity of the relationship between theories and practice (e.g. some of the content from Module 1, 2 & 6, the various parts of the integrated framework – not just the formal theory).

· One of the most common questions I get about this assignment is whether first or third person should be used. Either is fine – as this is an essay that requires you to imagine you are in the role of the worker you may use first person language to articulate your practice ideas for the case study (etc. “I would”). If you are more comfortable writing in third person (“the worker would…”) that is fine too.

· Please go through all the power point slides. Learnings from there should also reflect throughout your essay.

 
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