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  • [Solved] edwards

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    ## Please see attachments any use of AI will result in automatic 0 **files (2)** – ## DiscussionAssignmentInstructions45.docx – ## edwardsdq1.docx **## DiscussionAssignmentInstructions45.docx** CJUS 740 **Discussion Assignment Instructions** The student will complete 5 Discussions in this course. Th…

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    ## Please see attachments any use of AI will result in automatic 0

    **files (2)**

    – ## DiscussionAssignmentInstructions45.docx

    – ## edwardsdq1.docx

    **## DiscussionAssignmentInstructions45.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

    **## DiscussionAssignmentInstructions45.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

    **## DiscussionAssignmentInstructions45.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

  • [Solved] Discussion

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  • [Solved] stage 2 setting the goals

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    **files (4)** – ## Stage2-SettingGoalsandObjectives.docx – ## MentalHealthCrisisResponseTeamprogramthesisabstract.docx – ## Stage1-Analyzingtheproblem.docx – SettingGoalsandObjectives.pdf **## Stage2-SettingGoalsandObjectives.docx** This week you will create your goals and objectives, which set the …

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    **files (4)**

    – ## Stage2-SettingGoalsandObjectives.docx

    – ## MentalHealthCrisisResponseTeamprogramthesisabstract.docx

    – ## Stage1-Analyzingtheproblem.docx

    – SettingGoalsandObjectives.pdf

    **## Stage2-SettingGoalsandObjectives.docx**

    This week you will create your goals and objectives, which set the stage for the remainder of your program or policy development. Goals represent the broad-based statement of what you seek to achieve; objectives are very specific and measurable statements of your intended outcome. Objectives must include:

    · a time frame for measuring impact,

    · a target population,

    · a key result intended, and

    · a specific criterion or measure of impact.

    You should also indicate how you reached those four components of each objective.

    Chapter 2 of Welsh and Harris text provides good examples of goals and objectives you should follow. The goal should be simple and structured as one sentence. Once you write your goals, then brainstorm for a bit and say:

    "What needs to happen for me to accomplish this?"

    Write out what needs to happen, and then 'tweak' them to include the four elements of an objective.

    You should have fewer goals than objectives. One goal and multiple objectives is acceptable. If your program is multi-faceted, you will need to have at least one goal for each component of your program, and then objectives relating to each goal.

    Please note: When you begin to develop your program design in the next phase, you will refer to your goals and objectives for guidance on what your program must include to achieve your objectives. In the later stages of program implementation and program monitoring, you will refer to your goals and objectives to measure whether the program has been implemented properly and whether it has successfully addressed the criminal justice problem that you initially identified. This is why the development of your goals and objectives is a critical component of your program development. Be sure to refer to the steps in Stage 2 included in the Appendix of Welsh and Harris text on page 255.

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    **## MentalHealthCrisisResponseTeamprogramthesisabstract.docx**

    1

    5

    **Mental Health Crisis Response Team Program**

    **Thesis Statement**

    Police officers are often involved in mental health crisis response, even though they do not have specific training on how to respond to behavioral health crises. A Mental Health Crisis Response Team (MHCRT) program in which trained police officers are engaged to work with mental health practitioners can result in better outcomes of the crisis, fewer unwarranted arrests, and provide people with mental health crises with proper care.

    **Abstract**

    The rising issue in the criminal justice system is the rising number of mental health crises that are being dealt with by law enforcement officers, as these officers do not have the specialized training to respond efficiently. With mental illness, such people often find themselves in the criminal justice system when there is a behavioral health crisis and can become victims of unwarranted activity in arrest, use-of-force, or imprisonment, instead of the needed treatment. It is a policy that puts pressure on law enforcement bodies, prisons, and community resources without having to address the underlying mental health requirements of individuals in crisis. This inevitably leads to the need to have a well-designed policy response, which will enhance the management of emergency cases related to mental health.

    This paper suggests the introduction of the program of Mental Health Crisis Response Team (MHCRT) to the local law enforcement agencies. The program would have specially designed response teams, which would be the trained police officers and licensed mental health practitioners who would serve jointly. Such teams would undergo further training on crisis intervention, de-escalation techniques, and mental evaluation. The program would also forge links with the local hospitals, mental health clinics, and providers of community services to make sure that those in the crisis get immediate support and long-term treatment facilities.

    MHCRT is a criminal justice program in the sense that it creates a systematic operational framework in the law enforcement agencies to enhance the response to cases associated with mental health. The program encompasses the principles of planned change, namely identifying a particular systemic issue, introducing a systematic intervention, and measuring results in the area of fewer arrests, fewer incidences of use of force, and better access to mental health services. The program will help to attain safer relations between the police and community members, as well as enhance the efficiency and more humane crisis management by incorporating mental health expertise into the law enforcement responses.

    **## Stage1-Analyzingtheproblem.docx**

    1

    5

    **Analyzing The Problem**

    **Mental Health Crisis Response in the Criminal Justice System**

    Introduction and Thesis

    There is a growing role of criminal justice in addressing a mental health crisis, where police officers have no specific training to respond to an act of behavioral intervention. Therefore, when individuals are undergoing a mental health crisis, they are typically criminalized and not treated. The necessary reform must be implemented at the level of the whole system that reveals the main causes of these results, analyzing the previous intervention, including the collaboration of stakeholders. A Mental Health Crisis Response Team (MHCRT) model is a better, more humane, and evidence-based approach to better crisis outcomes and unnecessary arrests.

    **Setting the Problem and Change Requirement**.

    One of the primary problems in the criminal justice system is that the cases that require addressing by the police officers are increasing due to mental health-related cases. Instead, law enforcement has assumed the innate role of the first responder during an emergency involving someone with mental health issues, despite the officers being generally trained on the concept of community safety as opposed to clinical intervention (Welsh & Harris, 2016).

    Such a mismatch tends to have adverse consequences doing things like arresting people who are not supposed to be arrested, use of force, and putting people in jail who need medical or psychological assistance. The high rate of incarceration of mentally ill people is indicative of an institutional failure. In a situation where people in crisis are subjected to criminal justice systems rather than being treated, the root causes of the crises are not changed, and this will lead to the recurrence of such crises.

    The necessity of the change can be seen in the pressure on the law enforcement agencies, prisons, and communal resources. And unless it is reformed, the system will still give short-term control over long-term recovery, resulting in cycles of crisis and criminalization.

    **Additional reasons for the issue**

    The issue lies in a combination of several factors. It is partly because mental health services are hardly available and affordable in most communities. People facing a crisis normally do not get good intervention before situations deteriorate to emergency levels, where police are involved.

    Also, law enforcers are generally given little training on how to address mental health crises. In the absence of effective de-escalation and behavioral assessment equipment, the officers can perceive the signs of mental illness, like confusion, agitation, or noncompliance, as a criminal act or danger to the public.

    The fact that poverty, lack of homes, and substance use disorders are socioeconomic conditions further complicates the issue. Such circumstances raise the risk of a mental health crisis and contact with the police. Due to their relationship, focusing on one of the aspects, say policing, without considering the mental health infrastructure, is not effective.

    **History of Interventions**

    Traditionally, the criminal justice system has been based on punitive techniques to treat persons in crisis. Traditional policies on crime that were tough have a focus on arrest and incarceration, even in the case of mental illness (Welsh & Harris, 2016). Although they were aimed at keeping people safe, these strategies did not support the clinical requirements of the people, and they also added to the overcrowded prisons.

    Later reforms have tried to fill this gap. Crisis Intervention Team training and other initiatives have been implemented to enhance the response of the officers to mental health crises. Also, certain jurisdictions have established diversion programs as well as mental health courts that take people out of jails and direct them toward treatment.

    These interventions, although a step forward, in most cases are squandered. In the case of CIT training, officer awareness is enhanced, although mental health professionals are not well included in the response process. Consequently, there are still loopholes in the clinical support process in case of crisis.

    **Systems Analysis**

    A systems analysis shows that the problem is not limited to law enforcement, but it is a multi-faceted system, composed of various interrelated elements such as healthcare systems, community services, courts, and correctional institutions.

    Poor coordination between these entities usually leads to breakdowns. As an example, during one of the crises, people can be arrested because of the unavailability of mental health specialists at the location. Once they are in the system, they can progress in the court and jails without proper treatment and end up in the community having another crisis.

    This division reflects ineffectiveness in distributing the resources and communication. These gaps can be resolved through a more integrated approach, with the law enforcers working directly with mental health providers. The MHCRT model can be implemented into this system's framework as it establishes an interdisciplinary response that enhances immediate and long-term outcomes (Jr., 2019).

    **Stakeholders and Barrier to Change.**

    In this case, there are several stakeholders whose perspectives and interests vary. Law enforcement agencies have the responsibility for the safety of the people but might not have the resources or training to be able to handle mental health crises (Jr., 2019). Psychiatrists recommend interventions that are based on treatment but may have restricted funding and access.

    The other stakeholders are the policymakers, community organizations, individuals who are mentally ill, and their families. Sometimes, advocacy groups can advocate reform, or some political actors/ citizens may oppose reform because of safety or cost reasons.

    The impediments to rolling out such programs as MHCRT are financial constraints, institutional pressures, and logistical difficulties in organizing multiple agencies. Moreover, the reform can be supported by the lack of social acceptance of mental illness and its stigma. Nonetheless, despite these difficulties, the increased awareness of the concern and the evidence of the approaches to collaboration opens the prospects of meaningful change.

    **Conclusion**

    Analysis Stage 1 points to the necessity of the systemwide change in addressing mental health crises in the criminal justice system. The existing situation, under which law enforcement becomes the main responding organization without proper training and assistance, is ineffective and causes only negative results. Balancing the baseline issues, probing of the previous intervention, and analysis of inefficiencies throughout the system, one can realize that a more unified strategy is required. The Mental Health Crisis Response Team model is a different development in tackling these challenges, forcing a unified response that incorporates both the enforcement of law and mental health expertise.

    **References**

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    Jr., F.P.R. B. (2019). Flawed Criminal Justice Policies: At the Intersection of the Media, Public Fear and Legislative Response (2nd ed.). Carolina Academic Press.
    [https://ccis.vitalsource.com/books/9781531011376](https://ccis.vitalsource.com/books/9781531011376)

    **SettingGoalsandObjectives.pdf**

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    **SettingGoalsandObjectives.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/settinggoalsandobjectives-pdf)

    **## Stage2-SettingGoalsandObjectives.docx**

    This week you will create your goals and objectives, which set the stage for the remainder of your program or policy development. Goals represent the broad-based statement of what you seek to achieve; objectives are very specific and measurable statements of your intended outcome. Objectives must include:

    · a time frame for measuring impact,

    · a target population,

    · a key result intended, and

    · a specific criterion or measure of impact.

    You should also indicate how you reached those four components of each objective.

    Chapter 2 of Welsh and Harris text provides good examples of goals and objectives you should follow. The goal should be simple and structured as one sentence. Once you write your goals, then brainstorm for a bit and say:

    "What needs to happen for me to accomplish this?"

    Write out what needs to happen, and then 'tweak' them to include the four elements of an objective.

    You should have fewer goals than objectives. One goal and multiple objectives is acceptable. If your program is multi-faceted, you will need to have at least one goal for each component of your program, and then objectives relating to each goal.

    Please note: When you begin to develop your program design in the next phase, you will refer to your goals and objectives for guidance on what your program must include to achieve your objectives. In the later stages of program implementation and program monitoring, you will refer to your goals and objectives to measure whether the program has been implemented properly and whether it has successfully addressed the criminal justice problem that you initially identified. This is why the development of your goals and objectives is a critical component of your program development. Be sure to refer to the steps in Stage 2 included in the Appendix of Welsh and Harris text on page 255.

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    **## MentalHealthCrisisResponseTeamprogramthesisabstract.docx**

    1

    5

    **Mental Health Crisis Response Team Program**

    **Thesis Statement**

    Police officers are often involved in mental health crisis response, even though they do not have specific training on how to respond to behavioral health crises. A Mental Health Crisis Response Team (MHCRT) program in which trained police officers are engaged to work with mental health practitioners can result in better outcomes of the crisis, fewer unwarranted arrests, and provide people with mental health crises with proper care.

    **Abstract**

    The rising issue in the criminal justice system is the rising number of mental health crises that are being dealt with by law enforcement officers, as these officers do not have the specialized training to respond efficiently. With mental illness, such people often find themselves in the criminal justice system when there is a behavioral health crisis and can become victims of unwarranted activity in arrest, use-of-force, or imprisonment, instead of the needed treatment. It is a policy that puts pressure on law enforcement bodies, prisons, and community resources without having to address the underlying mental health requirements of individuals in crisis. This inevitably leads to the need to have a well-designed policy response, which will enhance the management of emergency cases related to mental health.

    This paper suggests the introduction of the program of Mental Health Crisis Response Team (MHCRT) to the local law enforcement agencies. The program would have specially designed response teams, which would be the trained police officers and licensed mental health practitioners who would serve jointly. Such teams would undergo further training on crisis intervention, de-escalation techniques, and mental evaluation. The program would also forge links with the local hospitals, mental health clinics, and providers of community services to make sure that those in the crisis get immediate support and long-term treatment facilities.

    MHCRT is a criminal justice program in the sense that it creates a systematic operational framework in the law enforcement agencies to enhance the response to cases associated with mental health. The program encompasses the principles of planned change, namely identifying a particular systemic issue, introducing a systematic intervention, and measuring results in the area of fewer arrests, fewer incidences of use of force, and better access to mental health services. The program will help to attain safer relations between the police and community members, as well as enhance the efficiency and more humane crisis management by incorporating mental health expertise into the law enforcement responses.

    **## Stage1-Analyzingtheproblem.docx**

    1

    5

    **Analyzing The Problem**

    **Mental Health Crisis Response in the Criminal Justice System**

    Introduction and Thesis

    There is a growing role of criminal justice in addressing a mental health crisis, where police officers have no specific training to respond to an act of behavioral intervention. Therefore, when individuals are undergoing a mental health crisis, they are typically criminalized and not treated. The necessary reform must be implemented at the level of the whole system that reveals the main causes of these results, analyzing the previous intervention, including the collaboration of stakeholders. A Mental Health Crisis Response Team (MHCRT) model is a better, more humane, and evidence-based approach to better crisis outcomes and unnecessary arrests.

    **Setting the Problem and Change Requirement**.

    One of the primary problems in the criminal justice system is that the cases that require addressing by the police officers are increasing due to mental health-related cases. Instead, law enforcement has assumed the innate role of the first responder during an emergency involving someone with mental health issues, despite the officers being generally trained on the concept of community safety as opposed to clinical intervention (Welsh & Harris, 2016).

    Such a mismatch tends to have adverse consequences doing things like arresting people who are not supposed to be arrested, use of force, and putting people in jail who need medical or psychological assistance. The high rate of incarceration of mentally ill people is indicative of an institutional failure. In a situation where people in crisis are subjected to criminal justice systems rather than being treated, the root causes of the crises are not changed, and this will lead to the recurrence of such crises.

    The necessity of the change can be seen in the pressure on the law enforcement agencies, prisons, and communal resources. And unless it is reformed, the system will still give short-term control over long-term recovery, resulting in cycles of crisis and criminalization.

    **Additional reasons for the issue**

    The issue lies in a combination of several factors. It is partly because mental health services are hardly available and affordable in most communities. People facing a crisis normally do not get good intervention before situations deteriorate to emergency levels, where police are involved.

    Also, law enforcers are generally given little training on how to address mental health crises. In the absence of effective de-escalation and behavioral assessment equipment, the officers can perceive the signs of mental illness, like confusion, agitation, or noncompliance, as a criminal act or danger to the public.

    The fact that poverty, lack of homes, and substance use disorders are socioeconomic conditions further complicates the issue. Such circumstances raise the risk of a mental health crisis and contact with the police. Due to their relationship, focusing on one of the aspects, say policing, without considering the mental health infrastructure, is not effective.

    **History of Interventions**

    Traditionally, the criminal justice system has been based on punitive techniques to treat persons in crisis. Traditional policies on crime that were tough have a focus on arrest and incarceration, even in the case of mental illness (Welsh & Harris, 2016). Although they were aimed at keeping people safe, these strategies did not support the clinical requirements of the people, and they also added to the overcrowded prisons.

    Later reforms have tried to fill this gap. Crisis Intervention Team training and other initiatives have been implemented to enhance the response of the officers to mental health crises. Also, certain jurisdictions have established diversion programs as well as mental health courts that take people out of jails and direct them toward treatment.

    These interventions, although a step forward, in most cases are squandered. In the case of CIT training, officer awareness is enhanced, although mental health professionals are not well included in the response process. Consequently, there are still loopholes in the clinical support process in case of crisis.

    **Systems Analysis**

    A systems analysis shows that the problem is not limited to law enforcement, but it is a multi-faceted system, composed of various interrelated elements such as healthcare systems, community services, courts, and correctional institutions.

    Poor coordination between these entities usually leads to breakdowns. As an example, during one of the crises, people can be arrested because of the unavailability of mental health specialists at the location. Once they are in the system, they can progress in the court and jails without proper treatment and end up in the community having another crisis.

    This division reflects ineffectiveness in distributing the resources and communication. These gaps can be resolved through a more integrated approach, with the law enforcers working directly with mental health providers. The MHCRT model can be implemented into this system's framework as it establishes an interdisciplinary response that enhances immediate and long-term outcomes (Jr., 2019).

    **Stakeholders and Barrier to Change.**

    In this case, there are several stakeholders whose perspectives and interests vary. Law enforcement agencies have the responsibility for the safety of the people but might not have the resources or training to be able to handle mental health crises (Jr., 2019). Psychiatrists recommend interventions that are based on treatment but may have restricted funding and access.

    The other stakeholders are the policymakers, community organizations, individuals who are mentally ill, and their families. Sometimes, advocacy groups can advocate reform, or some political actors/ citizens may oppose reform because of safety or cost reasons.

    The impediments to rolling out such programs as MHCRT are financial constraints, institutional pressures, and logistical difficulties in organizing multiple agencies. Moreover, the reform can be supported by the lack of social acceptance of mental illness and its stigma. Nonetheless, despite these difficulties, the increased awareness of the concern and the evidence of the approaches to collaboration opens the prospects of meaningful change.

    **Conclusion**

    Analysis Stage 1 points to the necessity of the systemwide change in addressing mental health crises in the criminal justice system. The existing situation, under which law enforcement becomes the main responding organization without proper training and assistance, is ineffective and causes only negative results. Balancing the baseline issues, probing of the previous intervention, and analysis of inefficiencies throughout the system, one can realize that a more unified strategy is required. The Mental Health Crisis Response Team model is a different development in tackling these challenges, forcing a unified response that incorporates both the enforcement of law and mental health expertise.

    **References**

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    Jr., F.P.R. B. (2019). Flawed Criminal Justice Policies: At the Intersection of the Media, Public Fear and Legislative Response (2nd ed.). Carolina Academic Press.
    [https://ccis.vitalsource.com/books/9781531011376](https://ccis.vitalsource.com/books/9781531011376)

    **SettingGoalsandObjectives.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/settinggoalsandobjectives-pdf)

    **## Stage2-SettingGoalsandObjectives.docx**

    This week you will create your goals and objectives, which set the stage for the remainder of your program or policy development. Goals represent the broad-based statement of what you seek to achieve; objectives are very specific and measurable statements of your intended outcome. Objectives must include:

    · a time frame for measuring impact,

    · a target population,

    · a key result intended, and

    · a specific criterion or measure of impact.

    You should also indicate how you reached those four components of each objective.

    Chapter 2 of Welsh and Harris text provides good examples of goals and objectives you should follow. The goal should be simple and structured as one sentence. Once you write your goals, then brainstorm for a bit and say:

    "What needs to happen for me to accomplish this?"

    Write out what needs to happen, and then 'tweak' them to include the four elements of an objective.

    You should have fewer goals than objectives. One goal and multiple objectives is acceptable. If your program is multi-faceted, you will need to have at least one goal for each component of your program, and then objectives relating to each goal.

    Please note: When you begin to develop your program design in the next phase, you will refer to your goals and objectives for guidance on what your program must include to achieve your objectives. In the later stages of program implementation and program monitoring, you will refer to your goals and objectives to measure whether the program has been implemented properly and whether it has successfully addressed the criminal justice problem that you initially identified. This is why the development of your goals and objectives is a critical component of your program development. Be sure to refer to the steps in Stage 2 included in the Appendix of Welsh and Harris text on page 255.

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    **## MentalHealthCrisisResponseTeamprogramthesisabstract.docx**

    1

    5

    **Mental Health Crisis Response Team Program**

    **Thesis Statement**

    Police officers are often involved in mental health crisis response, even though they do not have specific training on how to respond to behavioral health crises. A Mental Health Crisis Response Team (MHCRT) program in which trained police officers are engaged to work with mental health practitioners can result in better outcomes of the crisis, fewer unwarranted arrests, and provide people with mental health crises with proper care.

    **Abstract**

    The rising issue in the criminal justice system is the rising number of mental health crises that are being dealt with by law enforcement officers, as these officers do not have the specialized training to respond efficiently. With mental illness, such people often find themselves in the criminal justice system when there is a behavioral health crisis and can become victims of unwarranted activity in arrest, use-of-force, or imprisonment, instead of the needed treatment. It is a policy that puts pressure on law enforcement bodies, prisons, and community resources without having to address the underlying mental health requirements of individuals in crisis. This inevitably leads to the need to have a well-designed policy response, which will enhance the management of emergency cases related to mental health.

    This paper suggests the introduction of the program of Mental Health Crisis Response Team (MHCRT) to the local law enforcement agencies. The program would have specially designed response teams, which would be the trained police officers and licensed mental health practitioners who would serve jointly. Such teams would undergo further training on crisis intervention, de-escalation techniques, and mental evaluation. The program would also forge links with the local hospitals, mental health clinics, and providers of community services to make sure that those in the crisis get immediate support and long-term treatment facilities.

    MHCRT is a criminal justice program in the sense that it creates a systematic operational framework in the law enforcement agencies to enhance the response to cases associated with mental health. The program encompasses the principles of planned change, namely identifying a particular systemic issue, introducing a systematic intervention, and measuring results in the area of fewer arrests, fewer incidences of use of force, and better access to mental health services. The program will help to attain safer relations between the police and community members, as well as enhance the efficiency and more humane crisis management by incorporating mental health expertise into the law enforcement responses.

    **## Stage1-Analyzingtheproblem.docx**

    1

    5

    **Analyzing The Problem**

    **Mental Health Crisis Response in the Criminal Justice System**

    Introduction and Thesis

    There is a growing role of criminal justice in addressing a mental health crisis, where police officers have no specific training to respond to an act of behavioral intervention. Therefore, when individuals are undergoing a mental health crisis, they are typically criminalized and not treated. The necessary reform must be implemented at the level of the whole system that reveals the main causes of these results, analyzing the previous intervention, including the collaboration of stakeholders. A Mental Health Crisis Response Team (MHCRT) model is a better, more humane, and evidence-based approach to better crisis outcomes and unnecessary arrests.

    **Setting the Problem and Change Requirement**.

    One of the primary problems in the criminal justice system is that the cases that require addressing by the police officers are increasing due to mental health-related cases. Instead, law enforcement has assumed the innate role of the first responder during an emergency involving someone with mental health issues, despite the officers being generally trained on the concept of community safety as opposed to clinical intervention (Welsh & Harris, 2016).

    Such a mismatch tends to have adverse consequences doing things like arresting people who are not supposed to be arrested, use of force, and putting people in jail who need medical or psychological assistance. The high rate of incarceration of mentally ill people is indicative of an institutional failure. In a situation where people in crisis are subjected to criminal justice systems rather than being treated, the root causes of the crises are not changed, and this will lead to the recurrence of such crises.

    The necessity of the change can be seen in the pressure on the law enforcement agencies, prisons, and communal resources. And unless it is reformed, the system will still give short-term control over long-term recovery, resulting in cycles of crisis and criminalization.

    **Additional reasons for the issue**

    The issue lies in a combination of several factors. It is partly because mental health services are hardly available and affordable in most communities. People facing a crisis normally do not get good intervention before situations deteriorate to emergency levels, where police are involved.

    Also, law enforcers are generally given little training on how to address mental health crises. In the absence of effective de-escalation and behavioral assessment equipment, the officers can perceive the signs of mental illness, like confusion, agitation, or noncompliance, as a criminal act or danger to the public.

    The fact that poverty, lack of homes, and substance use disorders are socioeconomic conditions further complicates the issue. Such circumstances raise the risk of a mental health crisis and contact with the police. Due to their relationship, focusing on one of the aspects, say policing, without considering the mental health infrastructure, is not effective.

    **History of Interventions**

    Traditionally, the criminal justice system has been based on punitive techniques to treat persons in crisis. Traditional policies on crime that were tough have a focus on arrest and incarceration, even in the case of mental illness (Welsh & Harris, 2016). Although they were aimed at keeping people safe, these strategies did not support the clinical requirements of the people, and they also added to the overcrowded prisons.

    Later reforms have tried to fill this gap. Crisis Intervention Team training and other initiatives have been implemented to enhance the response of the officers to mental health crises. Also, certain jurisdictions have established diversion programs as well as mental health courts that take people out of jails and direct them toward treatment.

    These interventions, although a step forward, in most cases are squandered. In the case of CIT training, officer awareness is enhanced, although mental health professionals are not well included in the response process. Consequently, there are still loopholes in the clinical support process in case of crisis.

    **Systems Analysis**

    A systems analysis shows that the problem is not limited to law enforcement, but it is a multi-faceted system, composed of various interrelated elements such as healthcare systems, community services, courts, and correctional institutions.

    Poor coordination between these entities usually leads to breakdowns. As an example, during one of the crises, people can be arrested because of the unavailability of mental health specialists at the location. Once they are in the system, they can progress in the court and jails without proper treatment and end up in the community having another crisis.

    This division reflects ineffectiveness in distributing the resources and communication. These gaps can be resolved through a more integrated approach, with the law enforcers working directly with mental health providers. The MHCRT model can be implemented into this system's framework as it establishes an interdisciplinary response that enhances immediate and long-term outcomes (Jr., 2019).

    **Stakeholders and Barrier to Change.**

    In this case, there are several stakeholders whose perspectives and interests vary. Law enforcement agencies have the responsibility for the safety of the people but might not have the resources or training to be able to handle mental health crises (Jr., 2019). Psychiatrists recommend interventions that are based on treatment but may have restricted funding and access.

    The other stakeholders are the policymakers, community organizations, individuals who are mentally ill, and their families. Sometimes, advocacy groups can advocate reform, or some political actors/ citizens may oppose reform because of safety or cost reasons.

    The impediments to rolling out such programs as MHCRT are financial constraints, institutional pressures, and logistical difficulties in organizing multiple agencies. Moreover, the reform can be supported by the lack of social acceptance of mental illness and its stigma. Nonetheless, despite these difficulties, the increased awareness of the concern and the evidence of the approaches to collaboration opens the prospects of meaningful change.

    **Conclusion**

    Analysis Stage 1 points to the necessity of the systemwide change in addressing mental health crises in the criminal justice system. The existing situation, under which law enforcement becomes the main responding organization without proper training and assistance, is ineffective and causes only negative results. Balancing the baseline issues, probing of the previous intervention, and analysis of inefficiencies throughout the system, one can realize that a more unified strategy is required. The Mental Health Crisis Response Team model is a different development in tackling these challenges, forcing a unified response that incorporates both the enforcement of law and mental health expertise.

    **References**

    Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550

    Jr., F.P.R. B. (2019). Flawed Criminal Justice Policies: At the Intersection of the Media, Public Fear and Legislative Response (2nd ed.). Carolina Academic Press.
    [https://ccis.vitalsource.com/books/9781531011376](https://ccis.vitalsource.com/books/9781531011376)

    **SettingGoalsandObjectives.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/settinggoalsandobjectives-pdf)

  • [Solved] SCMG201_1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached **files (4)** – ## WK7_AssignmentDirections_SCMG201.docx – Project4ExcelTemplate.xltx – Chapter9.docx – Chapter8.docx **## WK7_AssignmentDirections_SCMG201.docx** **Assignment Directions:** For Project 4, you will evaluate logistics as a supply chain component, including how to meas…

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    see attached

    **files (4)**

    – ## WK7_AssignmentDirections_SCMG201.docx

    – Project4ExcelTemplate.xltx
    – Chapter9.docx
    – Chapter8.docx

    **## WK7_AssignmentDirections_SCMG201.docx**

    **Assignment Directions:**

    For Project 4, you will evaluate logistics as a supply chain component, including how to measure performance and key strategies to improve effectiveness. Plus, evaluate the impact of forecasting process and demand planning on supply chain effectiveness. Your assignment will be in Chapters 8 and 9.

    For the next two weeks, you will be using the
    **Project 4 Template**, an Excel Spreadsheet workbook to answer 6 data analysis questions. There are 6 tabs in the excel workbook, one for each of the 6 questions you’ll be answering. The first three tabs (1, 2, & 3) relate to Chapter 8 (Forecasting and demand planning) while tabs 4, 5, and 6 relate to calculations you’ll be completing regarding chapter 9 (Inventory management). The six calculation problems you’ll complete are referenced back to an example in Chapters 8 and 9. For most of the tabs, there are multiple tasks to complete. All are sequential and must be completed in order. Point values for each problem are in the instructions.

    **Instructions:**

    To receive credit, you must use formulas to calculate all answers. To assist with this, use the Excel 2016 Formulas (tutorials two trough five under Formula and Function Basics) [webpage](this link opens in a new window/tab) . This can help you refresh your knowledge of inserting formulas, summing tables of data, etc. It is recommended that you review these early in Week Seven.

    Finally, there are detailed instructions for how to complete each problem in the Project 4 Template [download](this link opens in a new window/tab) , store it on your computer, then read the instructions carefully.

    **Project4ExcelTemplate.xltx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/project4exceltemplate-xltx)

    **Chapter9.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter9-docx-10521051)

    **Chapter8.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter8-docx-10521047)

    **Chapter8.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter8-docx-10521047)

    **## WK7_AssignmentDirections_SCMG201.docx**

    **Assignment Directions:**

    For Project 4, you will evaluate logistics as a supply chain component, including how to measure performance and key strategies to improve effectiveness. Plus, evaluate the impact of forecasting process and demand planning on supply chain effectiveness. Your assignment will be in Chapters 8 and 9.

    For the next two weeks, you will be using the
    **Project 4 Template**, an Excel Spreadsheet workbook to answer 6 data analysis questions. There are 6 tabs in the excel workbook, one for each of the 6 questions you’ll be answering. The first three tabs (1, 2, & 3) relate to Chapter 8 (Forecasting and demand planning) while tabs 4, 5, and 6 relate to calculations you’ll be completing regarding chapter 9 (Inventory management). The six calculation problems you’ll complete are referenced back to an example in Chapters 8 and 9. For most of the tabs, there are multiple tasks to complete. All are sequential and must be completed in order. Point values for each problem are in the instructions.

    **Instructions:**

    To receive credit, you must use formulas to calculate all answers. To assist with this, use the Excel 2016 Formulas (tutorials two trough five under Formula and Function Basics) [webpage](this link opens in a new window/tab) . This can help you refresh your knowledge of inserting formulas, summing tables of data, etc. It is recommended that you review these early in Week Seven.

    Finally, there are detailed instructions for how to complete each problem in the Project 4 Template [download](this link opens in a new window/tab) , store it on your computer, then read the instructions carefully.

    **Project4ExcelTemplate.xltx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/project4exceltemplate-xltx)

    **Chapter9.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter9-docx-10521051)

    **Chapter8.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter8-docx-10521047)

    **## WK7_AssignmentDirections_SCMG201.docx**

    **Assignment Directions:**

    For Project 4, you will evaluate logistics as a supply chain component, including how to measure performance and key strategies to improve effectiveness. Plus, evaluate the impact of forecasting process and demand planning on supply chain effectiveness. Your assignment will be in Chapters 8 and 9.

    For the next two weeks, you will be using the
    **Project 4 Template**, an Excel Spreadsheet workbook to answer 6 data analysis questions. There are 6 tabs in the excel workbook, one for each of the 6 questions you’ll be answering. The first three tabs (1, 2, & 3) relate to Chapter 8 (Forecasting and demand planning) while tabs 4, 5, and 6 relate to calculations you’ll be completing regarding chapter 9 (Inventory management). The six calculation problems you’ll complete are referenced back to an example in Chapters 8 and 9. For most of the tabs, there are multiple tasks to complete. All are sequential and must be completed in order. Point values for each problem are in the instructions.

    **Instructions:**

    To receive credit, you must use formulas to calculate all answers. To assist with this, use the Excel 2016 Formulas (tutorials two trough five under Formula and Function Basics) [webpage](this link opens in a new window/tab) . This can help you refresh your knowledge of inserting formulas, summing tables of data, etc. It is recommended that you review these early in Week Seven.

    Finally, there are detailed instructions for how to complete each problem in the Project 4 Template [download](this link opens in a new window/tab) , store it on your computer, then read the instructions carefully.

    **Project4ExcelTemplate.xltx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/project4exceltemplate-xltx)

    **Chapter9.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter9-docx-10521051)

    **Chapter8.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter8-docx-10521047)

  • [Solved] Role of Corrections

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    In-depth study guidance and analytical solution covering Role of Corrections.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] QSO 435 Module Four Short Paper Guidelines and Rubric

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    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## QSO 435 Module Four Short Paper Guidelines and Rubric In Module Four, you learned about the Agile approach. For this activity, you are tasked to create a short written paper sometimes called a “fact sheet” …

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    ## QSO 435 Module Four Short Paper Guidelines and Rubric

    In Module Four, you learned about the Agile approach. For this activity, you are tasked to create a short written paper sometimes called a “fact sheet” or “information paper” that will present and defend the use of Agile. The vice president of Operations is concerned about the proposed approach of using Agile. In this information paper, you will describe the differences between Agile and waterfall. You will highlight the impact on scope, roles, and responsibilities in Agile. Specifically, you must explain how business requirements are captured in traditional project management versus how they are captured in Agile/Scrum project management. The VP of Operations is the target audience for this information paper. In your paper, you will:

    – Keep your **paper format** to no more than two pages in APA format.
    – Present and defend the **Agile approach.**
    – Describe the **differences between the Agile and waterfall** approaches.
    – Explain **Agile’s impact** on scope, roles, and responsibilities in Agile.

    ### What to Submit

    Your assignment must be submitted in APA (6th edition) format as a Word document in no more than two pages and include at least three sources.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module Four Short Paper Rubric

    CriteriaMeets Expectations (100%)Partially Meets Expectations (70%)Does Not Meet Expectations (0%)Value **Paper Format** Two pages submitted as a Word document and correctly formatted in APA (6th edition) format. Submission is free of formatting errorsFewer than two or more than two pages and/or contains some formatting errors in APA (6th edition) formatFewer than two pages and/ or is not formatted in APA (6th edition) format15 **Agile Approach** Thoroughly presents and defends the Agile process. Explains traditional vs. Agile/Scrum project management processPresents and defends the Agile process but misses some key details, and/or explains traditional vs. Agile/Scrum project management process but misses some key detailsDoes not present and/or defend the Agile process and/or does not explain traditional vs. Agile/Scrum project management process25 **Differences Between Agile and Waterfall** Clearly explains the differences between Agile and waterfall approachesClearly explains the Agile or waterfall approaches, but does not explain bothDoes not explain the Agile and/or waterfall approaches25 **Agile’s Impact** Clearly explains the scope, roles, and responsibilities in AgileClearly explains the scope, roles, and/or responsibilities in Agile, but does not address all threeScope, roles, and responsibilities in Agile are not explained25 **Clear Communication** Consistently and effectively communicates in an organized way to a specific audienceShows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understandingShows no evidence of consistent, effective, or organized communication10 **Total:** 100%

  • [Solved] QSO 435 Milestone Two Guidelines and Rubric

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    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## QSO 435 Milestone Two Guidelines and Rubric Using the scenario organization you selected for Milestone One, you will now develop an Approach Selection decision paper. The decision paper will be targeted for…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    ## QSO 435 Milestone Two Guidelines and Rubric

    Using the scenario organization you selected for Milestone One, you will now develop an Approach Selection decision paper. The decision paper will be targeted for the senior program manager in the Program Management Office (PMO) of your scenario organization. The decision paper will build upon the information paper you developed for Milestone One in Module Two. Specifically, the following **critical elements** must be addressed:

    – Analyze alternatives of various **project management (PM) approaches**.
    – Provide a project management **approach selection** with explanation and defense of decision.
    – Provide an **approach analysis** with detailed examples.

    ### What to Submit

    Your Milestone Two submission, **Approach Selection decision paper,** must be 1–2 pages in length (plus a cover page and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least three references cited in APA format.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Milestone Two Rubric

    CriteriaExceeds Expectations (100%)Meets Expectations (85%)Partially Meets Expectations (55%)Does Not Meet Expectations (0%)Value **PM Approaches** Exceeds expectations and submission is well organized and detailed to a level that shows keen insight into the nuances, risks, and benefitsCompares and contrasts various types of project management approaches; addresses situation described in the information paper from Milestone OneReviews various types of project management approaches, but does not address situation described in the information paper from Milestone OneDoes not review types of project management approaches, or does not build on information paper from Milestone One30 **Approach Selection** Exceeds expectations and defense is well organized and detailed to a level that shows keen insight into the nuances, risks, and benefits of electing the PM approachesSelects a PM approach type that is comprehensively defended based on specific references to the previous analysis and includes necessary detailSelects a PM approach and defends the approach, but does not make specific references to previous analysis, or lacks necessary detailDoes not select and defend a PM approach type30 **Approach Analysis** Exceeds expectations and analysis professionally details the key principles of the selected PM approach and explains why the approach was selected, with detailed examplesAnalyzes the key principles behind the selected PM approach and explains why the approach was selected, with detailed examplesAnalyzes the key principles behind the selected PM approach and explains why the approach was selected, but does not provide detailed examples or misses key elementsDoes not analyze the key principles of the selected PM approach and does not explain why the approach was selected, or does not select a PM approach30 **Clear Communication** Exceeds expectations with an intentional use of language that promotes a thorough understandingConsistently and effectively communicates in an organized way to a specific audienceShows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understandingShows no evidence of consistent, effective, or organized communication10 **Total:** 100%

    – [\
    \
    TransitioningfromTraditionaltoAdaptiveProjectManagement_Ortiz.docx](https://www.sweetstudy.com/files/transitioningfromtraditionaltoadaptiveprojectmanagement-ortiz-docx "TransitioningfromTraditionaltoAdaptiveProjectManagement_Ortiz.docx")

  • [Solved] QSO 420 Milestone Two Guidelines and Rubric

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## QSO 420 Milestone Two Guidelines and Rubric ### Overview This assignment is the next step in the analysis of the company for your final project. ### Directions For this milestone, you will calculate cost va…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    ## QSO 420 Milestone Two Guidelines and Rubric

    ### Overview

    This assignment is the next step in the analysis of the company for your final project.

    ### Directions

    For this milestone, you will calculate cost variance (CV), schedule variance (SV), cost performance index (CPI), and schedule performance index (SPI). Then you will analyze the CPI and explain its implications for the case study.

    Specifically, you must address the following rubric criteria:

    1. Earned Value Management **Calculations**
    1. Demonstrate how earned value (EV), planned value (PV), and actual cost (AC) are used to calculate the following EVM measures: cost variance (CV), cost performance index (CPI), schedule variance (SV), schedule performance index (SPI), estimate to complete (ETC), estimate at completion (EAC), and variance at completion (VAC).
    2. Employ **EVM equations** to calculate the EVM measures (CV, SV, CPI, SPI) for the project in the case study.
    3. Explain the **implications** for the project in the case study when CPI is greater than or equal to 1.0, CPI is less than 1.0, SPI is greater than or equal to 1.0, and SPI is less than 1.0.

    ### What to Submit

    Submit your milestone as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Milestone Two Rubric

    CriteriaExceeds ExpectationsMeets ExpectationsPartially Meets ExpectationsDoes Not Meet ExpectationsValue **Calculations: EVM Measures** Exceeds expectations and articulation is exceptionally clear and logical (100%)Accurately demonstrates how elements are used to calculate EVM measures (85%)Demonstrates how elements are used to calculate EVM measures, but with gaps in accuracy (55%)Does not demonstrate how elements are used to calculate EVM measures (0%)30 **Calculations: Equations** N/AAccurately employs EVM equations to calculate EVM measures for project in case study (100%)Employs EVM equations to calculate EVM measures, but with gaps in accuracy (55%)Does not employ EVM equations to calculate EVM measures (0%)30 **Calculations: Implications** Exceeds expectations and articulation is exceptionally clear and logical (100%)Accurately explains implications for project per specifications (85%)Explains implications for project but with gaps in accuracy or detail (55%)Does not explain implications for project (0%)30 **Clear Communication** Exceeds expectations with an intentional use of language that promotes a thorough understanding (100%)Consistently and effectively communicates in an organized way to a specific audience (85%)Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding (55%)Shows no evidence of consistent, effective, or organized communication (0%)10 **Total:** 100%

    – [\
    \
    ClothesRUsPOSInitiativeAnalysisEarnedValueManagementAnalysis_ortiz.docx](https://www.sweetstudy.com/files/clothesrusposinitiativeanalysisearnedvaluemanagementanalysis-ortiz-docx "ClothesRUsPOSInitiativeAnalysisEarnedValueManagementAnalysis_ortiz.docx")
    – [\
    \
    ClothesRUsPoint-of-SaleInitiativeManagingITProgramsSpreadsheet.xls](https://www.sweetstudy.com/files/clothesruspoint-of-saleinitiativemanagingitprogramsspreadsheet-xls-10521131 "ClothesRUsPoint-of-SaleInitiativeManagingITProgramsSpreadsheet.xls")
    – [\
    \
    ClothesRUsDatasheetSolutions.xls](https://www.sweetstudy.com/files/clothesrusdatasheetsolutions-xls-10521133 "ClothesRUsDatasheetSolutions.xls")
    – [\
    \
    KEL304-PDF-ENG.pdf](https://www.sweetstudy.com/files/kel304-pdf-eng-pdf-10521135 "KEL304-PDF-ENG.pdf")

  • [Solved] Psychology Discussion Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I have a discussion assignment that is due tomorrow night. March 24, 2026. Can someone help me? **files (3)** – ## 570DISCUSSION-.docx – ## DiscussionAssignmentInstructionsModule126-1.docx – ## DiscussionAssignmentInstructionsModule126-11.docx **## 570DISCUSSION-.docx** 570 DISCUSSION- ## **Where Am…

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    Assignment Prompt & Instructions

    I have a discussion assignment that is due tomorrow night. March 24, 2026. Can someone help me?

    **files (3)**

    – ## 570DISCUSSION-.docx

    – ## DiscussionAssignmentInstructionsModule126-1.docx

    – ## DiscussionAssignmentInstructionsModule126-11.docx

    **## 570DISCUSSION-.docx**

    570 DISCUSSION-

    ## **Where Am I?**

    Self-awareness is a necessary component in your decision-making process. Without self-awareness, you will be plagued with proverbial blind spots that will inevitably end in client harm. To raise your self-awareness, your discussion assignment this week is aimed at taking what you have learned and turning inward to answer the question, “Where am I?” This is not asking where you are geographically but rather where you are personally and developmentally.

    Include the following in your post:

    · Take a moment to reflect on your own life and decision-making. Considering what you have learned about utilitarianism, deontology, and principlism, discuss what types of decisions you tend to make. Do you tend to try to do the most good for the most people? Do you tend to focus on the intention behind the action? Do you find yourself seeking out a structured “right,” or do you tend to think that “right” is relative?

    · Consider the Four Component Model. How would you rank yourself in terms of Moral Sensitivity, Moral Judgment, Moral Motivation, and Moral Character? Do you find yourself struggling to see “what the issue is?” Do you find it easy to give advice and find yourself explaining to friends, “You know what you should do?” Do you tend to take time to weigh all options, or do you make decisions swiftly? Is it challenging for you to “do the right thing” when it is not the popular thing, or do you tend to think of yourself as boldly standing “in the gap?”

    · In your reflection, try to determine which schema (pg. 27-28 of your text) you seem to operate from in your decision-making. Whether personal interest, maintaining norms, or post-conventional, each of us tends to generally operate from a schema.

    · End your post with a thoughtful question related to the topic for your peers.

    For this discussion, simply answering each of the prompts will not suffice. You need to take the time necessary to reflect on your life and spend time understanding what has contributed to wherever you may be. Each of us has a unique set of experiences that contribute to how we view and interact with the world around us. It is only after we know ourselves that we can understand what we have to offer our clients. Discuss what may contribute to what you have discovered in answering the questions above.

    Important note: While this is a reflection assignment, you are not required to share things that you wish not to share with the class. We want the best for you and your future clients. If you find yourself struggling with this assignment, reach out to your instructor for support.

    **## DiscussionAssignmentInstructionsModule126-1.docx**

    SOWK 570

    **Discussion Assignment Instructions**
    **Discussion in Module 1, 2, & 6**

    For each Discussion, you will post one thread of
    **at least** **350 and less than 500 words** by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must then post
    **2** replies of
    **at least 250 – 350 words** by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread/post, you must support your assertions with
    **course materials, at least 1 scholarly source, and 1 biblical citation** in current APA format. Each reply must incorporate
    **course materials and at least 1 biblical citation** in current APA format. Any scholarly sources cited must have been published within the last five years. Acceptable sources include the textbook, course presentations, the
    _NASW Code of Ethics_, the Bible, other textbooks, and professional journals. Remember providing more depth, critical analysis, and/or application of research than required demonstrates advanced competency and in turn, may give the student an opportunity to earn more points in the advanced category of the rubric.

    1. It is best to avoid using direct quotations from the textbook or any other source (except a short Scripture verse) in any of your threads or replies. These submissions must be in your own words (paraphrased) so that you clearly demonstrate your mastery of the material.

    2. For the post, do not attach a Microsoft Word document; rather, type directly into the textbox or copy and paste from a Microsoft Word document directly into the textbox.

    3. Incorporate your ideas and unique perspectives. Be careful to not simply repeat information you find in the textbook. After you write your post, compare what you have written to the assignment instructions and discussion prompts to ensure that you have addressed all the requirements. Remember to support your replies with
    **course materials and 1 biblical perspective**, showing a critical analysis of the topic.

    4.
    **End each thread/post with a thoughtful question** related to the discussion topic for your peers to address in their replies.

    5. When writing your written replies to classmates, be conversational and stay on topic. Remember to
    **address your peers by name**, encourage and challenge your peers’ perspectives, and answer the question(s) posed by your peers. Remember to support your replies with
    **course materials and a biblical perspective**, showing a critical analysis of the topic.

    6. If a Bible verse is included, ensure that it is relevant and applicable. Do not simply include a verse at the end of your thread or replies, expound on how the verse is relevant to the topic.

    7. Remember to cite
    **all** your sources within the body of your thread/post, at the end of your thread/post, and along with your uploaded video. These sources include, but are not limited to the textbook, the
    _NASW Code of Ethics_, the Bible, and scholarly sources.

    8. Finally, proofread your work carefully to catch APA, spelling, capitalization, grammar, and sentence structure errors. Refer to the grading rubric to ensure an outstanding grade.

    Page 2 of 2

    **## DiscussionAssignmentInstructionsModule126-11.docx**

    SOWK 570

    **Discussion Assignment Instructions**
    **Discussion in Module 1, 2, & 6**

    For each Discussion, you will post one thread of
    **at least** **350 and less than 500 words** by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must then post
    **2** replies of
    **at least 250 – 350 words** by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread/post, you must support your assertions with
    **course materials, at least 1 scholarly source, and 1 biblical citation** in current APA format. Each reply must incorporate
    **course materials and at least 1 biblical citation** in current APA format. Any scholarly sources cited must have been published within the last five years. Acceptable sources include the textbook, course presentations, the
    _NASW Code of Ethics_, the Bible, other textbooks, and professional journals. Remember providing more depth, critical analysis, and/or application of research than required demonstrates advanced competency and in turn, may give the student an opportunity to earn more points in the advanced category of the rubric.

    1. It is best to avoid using direct quotations from the textbook or any other source (except a short Scripture verse) in any of your threads or replies. These submissions must be in your own words (paraphrased) so that you clearly demonstrate your mastery of the material.

    2. For the post, do not attach a Microsoft Word document; rather, type directly into the textbox or copy and paste from a Microsoft Word document directly into the textbox.

    3. Incorporate your ideas and unique perspectives. Be careful to not simply repeat information you find in the textbook. After you write your post, compare what you have written to the assignment instructions and discussion prompts to ensure that you have addressed all the requirements. Remember to support your replies with
    **course materials and 1 biblical perspective**, showing a critical analysis of the topic.

    4.
    **End each thread/post with a thoughtful question** related to the discussion topic for your peers to address in their replies.

    5. When writing your written replies to classmates, be conversational and stay on topic. Remember to
    **address your peers by name**, encourage and challenge your peers’ perspectives, and answer the question(s) posed by your peers. Remember to support your replies with
    **course materials and a biblical perspective**, showing a critical analysis of the topic.

    6. If a Bible verse is included, ensure that it is relevant and applicable. Do not simply include a verse at the end of your thread or replies, expound on how the verse is relevant to the topic.

    7. Remember to cite
    **all** your sources within the body of your thread/post, at the end of your thread/post, and along with your uploaded video. These sources include, but are not limited to the textbook, the
    _NASW Code of Ethics_, the Bible, and scholarly sources.

    8. Finally, proofread your work carefully to catch APA, spelling, capitalization, grammar, and sentence structure errors. Refer to the grading rubric to ensure an outstanding grade.

    Page 2 of 2

    **## DiscussionAssignmentInstructionsModule126-11.docx**

    SOWK 570

    **Discussion Assignment Instructions**
    **Discussion in Module 1, 2, & 6**

    For each Discussion, you will post one thread of
    **at least** **350 and less than 500 words** by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must then post
    **2** replies of
    **at least 250 – 350 words** by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread/post, you must support your assertions with
    **course materials, at least 1 scholarly source, and 1 biblical citation** in current APA format. Each reply must incorporate
    **course materials and at least 1 biblical citation** in current APA format. Any scholarly sources cited must have been published within the last five years. Acceptable sources include the textbook, course presentations, the
    _NASW Code of Ethics_, the Bible, other textbooks, and professional journals. Remember providing more depth, critical analysis, and/or application of research than required demonstrates advanced competency and in turn, may give the student an opportunity to earn more points in the advanced category of the rubric.

    1. It is best to avoid using direct quotations from the textbook or any other source (except a short Scripture verse) in any of your threads or replies. These submissions must be in your own words (paraphrased) so that you clearly demonstrate your mastery of the material.

    2. For the post, do not attach a Microsoft Word document; rather, type directly into the textbox or copy and paste from a Microsoft Word document directly into the textbox.

    3. Incorporate your ideas and unique perspectives. Be careful to not simply repeat information you find in the textbook. After you write your post, compare what you have written to the assignment instructions and discussion prompts to ensure that you have addressed all the requirements. Remember to support your replies with
    **course materials and 1 biblical perspective**, showing a critical analysis of the topic.

    4.
    **End each thread/post with a thoughtful question** related to the discussion topic for your peers to address in their replies.

    5. When writing your written replies to classmates, be conversational and stay on topic. Remember to
    **address your peers by name**, encourage and challenge your peers’ perspectives, and answer the question(s) posed by your peers. Remember to support your replies with
    **course materials and a biblical perspective**, showing a critical analysis of the topic.

    6. If a Bible verse is included, ensure that it is relevant and applicable. Do not simply include a verse at the end of your thread or replies, expound on how the verse is relevant to the topic.

    7. Remember to cite
    **all** your sources within the body of your thread/post, at the end of your thread/post, and along with your uploaded video. These sources include, but are not limited to the textbook, the
    _NASW Code of Ethics_, the Bible, and scholarly sources.

    8. Finally, proofread your work carefully to catch APA, spelling, capitalization, grammar, and sentence structure errors. Refer to the grading rubric to ensure an outstanding grade.

    Page 2 of 2

    **## 570DISCUSSION-.docx**

    570 DISCUSSION-

    ## **Where Am I?**

    Self-awareness is a necessary component in your decision-making process. Without self-awareness, you will be plagued with proverbial blind spots that will inevitably end in client harm. To raise your self-awareness, your discussion assignment this week is aimed at taking what you have learned and turning inward to answer the question, “Where am I?” This is not asking where you are geographically but rather where you are personally and developmentally.

    Include the following in your post:

    · Take a moment to reflect on your own life and decision-making. Considering what you have learned about utilitarianism, deontology, and principlism, discuss what types of decisions you tend to make. Do you tend to try to do the most good for the most people? Do you tend to focus on the intention behind the action? Do you find yourself seeking out a structured “right,” or do you tend to think that “right” is relative?

    · Consider the Four Component Model. How would you rank yourself in terms of Moral Sensitivity, Moral Judgment, Moral Motivation, and Moral Character? Do you find yourself struggling to see “what the issue is?” Do you find it easy to give advice and find yourself explaining to friends, “You know what you should do?” Do you tend to take time to weigh all options, or do you make decisions swiftly? Is it challenging for you to “do the right thing” when it is not the popular thing, or do you tend to think of yourself as boldly standing “in the gap?”

    · In your reflection, try to determine which schema (pg. 27-28 of your text) you seem to operate from in your decision-making. Whether personal interest, maintaining norms, or post-conventional, each of us tends to generally operate from a schema.

    · End your post with a thoughtful question related to the topic for your peers.

    For this discussion, simply answering each of the prompts will not suffice. You need to take the time necessary to reflect on your life and spend time understanding what has contributed to wherever you may be. Each of us has a unique set of experiences that contribute to how we view and interact with the world around us. It is only after we know ourselves that we can understand what we have to offer our clients. Discuss what may contribute to what you have discovered in answering the questions above.

    Important note: While this is a reflection assignment, you are not required to share things that you wish not to share with the class. We want the best for you and your future clients. If you find yourself struggling with this assignment, reach out to your instructor for support.

    **## DiscussionAssignmentInstructionsModule126-1.docx**

    SOWK 570

    **Discussion Assignment Instructions**
    **Discussion in Module 1, 2, & 6**

    For each Discussion, you will post one thread of
    **at least** **350 and less than 500 words** by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must then post
    **2** replies of
    **at least 250 – 350 words** by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread/post, you must support your assertions with
    **course materials, at least 1 scholarly source, and 1 biblical citation** in current APA format. Each reply must incorporate
    **course materials and at least 1 biblical citation** in current APA format. Any scholarly sources cited must have been published within the last five years. Acceptable sources include the textbook, course presentations, the
    _NASW Code of Ethics_, the Bible, other textbooks, and professional journals. Remember providing more depth, critical analysis, and/or application of research than required demonstrates advanced competency and in turn, may give the student an opportunity to earn more points in the advanced category of the rubric.

    1. It is best to avoid using direct quotations from the textbook or any other source (except a short Scripture verse) in any of your threads or replies. These submissions must be in your own words (paraphrased) so that you clearly demonstrate your mastery of the material.

    2. For the post, do not attach a Microsoft Word document; rather, type directly into the textbox or copy and paste from a Microsoft Word document directly into the textbox.

    3. Incorporate your ideas and unique perspectives. Be careful to not simply repeat information you find in the textbook. After you write your post, compare what you have written to the assignment instructions and discussion prompts to ensure that you have addressed all the requirements. Remember to support your replies with
    **course materials and 1 biblical perspective**, showing a critical analysis of the topic.

    4.
    **End each thread/post with a thoughtful question** related to the discussion topic for your peers to address in their replies.

    5. When writing your written replies to classmates, be conversational and stay on topic. Remember to
    **address your peers by name**, encourage and challenge your peers’ perspectives, and answer the question(s) posed by your peers. Remember to support your replies with
    **course materials and a biblical perspective**, showing a critical analysis of the topic.

    6. If a Bible verse is included, ensure that it is relevant and applicable. Do not simply include a verse at the end of your thread or replies, expound on how the verse is relevant to the topic.

    7. Remember to cite
    **all** your sources within the body of your thread/post, at the end of your thread/post, and along with your uploaded video. These sources include, but are not limited to the textbook, the
    _NASW Code of Ethics_, the Bible, and scholarly sources.

    8. Finally, proofread your work carefully to catch APA, spelling, capitalization, grammar, and sentence structure errors. Refer to the grading rubric to ensure an outstanding grade.

    Page 2 of 2

    **## DiscussionAssignmentInstructionsModule126-11.docx**

    SOWK 570

    **Discussion Assignment Instructions**
    **Discussion in Module 1, 2, & 6**

    For each Discussion, you will post one thread of
    **at least** **350 and less than 500 words** by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must then post
    **2** replies of
    **at least 250 – 350 words** by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread/post, you must support your assertions with
    **course materials, at least 1 scholarly source, and 1 biblical citation** in current APA format. Each reply must incorporate
    **course materials and at least 1 biblical citation** in current APA format. Any scholarly sources cited must have been published within the last five years. Acceptable sources include the textbook, course presentations, the
    _NASW Code of Ethics_, the Bible, other textbooks, and professional journals. Remember providing more depth, critical analysis, and/or application of research than required demonstrates advanced competency and in turn, may give the student an opportunity to earn more points in the advanced category of the rubric.

    1. It is best to avoid using direct quotations from the textbook or any other source (except a short Scripture verse) in any of your threads or replies. These submissions must be in your own words (paraphrased) so that you clearly demonstrate your mastery of the material.

    2. For the post, do not attach a Microsoft Word document; rather, type directly into the textbox or copy and paste from a Microsoft Word document directly into the textbox.

    3. Incorporate your ideas and unique perspectives. Be careful to not simply repeat information you find in the textbook. After you write your post, compare what you have written to the assignment instructions and discussion prompts to ensure that you have addressed all the requirements. Remember to support your replies with
    **course materials and 1 biblical perspective**, showing a critical analysis of the topic.

    4.
    **End each thread/post with a thoughtful question** related to the discussion topic for your peers to address in their replies.

    5. When writing your written replies to classmates, be conversational and stay on topic. Remember to
    **address your peers by name**, encourage and challenge your peers’ perspectives, and answer the question(s) posed by your peers. Remember to support your replies with
    **course materials and a biblical perspective**, showing a critical analysis of the topic.

    6. If a Bible verse is included, ensure that it is relevant and applicable. Do not simply include a verse at the end of your thread or replies, expound on how the verse is relevant to the topic.

    7. Remember to cite
    **all** your sources within the body of your thread/post, at the end of your thread/post, and along with your uploaded video. These sources include, but are not limited to the textbook, the
    _NASW Code of Ethics_, the Bible, and scholarly sources.

    8. Finally, proofread your work carefully to catch APA, spelling, capitalization, grammar, and sentence structure errors. Refer to the grading rubric to ensure an outstanding grade.

    Page 2 of 2

    **## 570DISCUSSION-.docx**

    570 DISCUSSION-

    ## **Where Am I?**

    Self-awareness is a necessary component in your decision-making process. Without self-awareness, you will be plagued with proverbial blind spots that will inevitably end in client harm. To raise your self-awareness, your discussion assignment this week is aimed at taking what you have learned and turning inward to answer the question, “Where am I?” This is not asking where you are geographically but rather where you are personally and developmentally.

    Include the following in your post:

    · Take a moment to reflect on your own life and decision-making. Considering what you have learned about utilitarianism, deontology, and principlism, discuss what types of decisions you tend to make. Do you tend to try to do the most good for the most people? Do you tend to focus on the intention behind the action? Do you find yourself seeking out a structured “right,” or do you tend to think that “right” is relative?

    · Consider the Four Component Model. How would you rank yourself in terms of Moral Sensitivity, Moral Judgment, Moral Motivation, and Moral Character? Do you find yourself struggling to see “what the issue is?” Do you find it easy to give advice and find yourself explaining to friends, “You know what you should do?” Do you tend to take time to weigh all options, or do you make decisions swiftly? Is it challenging for you to “do the right thing” when it is not the popular thing, or do you tend to think of yourself as boldly standing “in the gap?”

    · In your reflection, try to determine which schema (pg. 27-28 of your text) you seem to operate from in your decision-making. Whether personal interest, maintaining norms, or post-conventional, each of us tends to generally operate from a schema.

    · End your post with a thoughtful question related to the topic for your peers.

    For this discussion, simply answering each of the prompts will not suffice. You need to take the time necessary to reflect on your life and spend time understanding what has contributed to wherever you may be. Each of us has a unique set of experiences that contribute to how we view and interact with the world around us. It is only after we know ourselves that we can understand what we have to offer our clients. Discuss what may contribute to what you have discovered in answering the questions above.

    Important note: While this is a reflection assignment, you are not required to share things that you wish not to share with the class. We want the best for you and your future clients. If you find yourself struggling with this assignment, reach out to your instructor for support.

    **## DiscussionAssignmentInstructionsModule126-1.docx**

    SOWK 570

    **Discussion Assignment Instructions**
    **Discussion in Module 1, 2, & 6**

    For each Discussion, you will post one thread of
    **at least** **350 and less than 500 words** by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must then post
    **2** replies of
    **at least 250 – 350 words** by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread/post, you must support your assertions with
    **course materials, at least 1 scholarly source, and 1 biblical citation** in current APA format. Each reply must incorporate
    **course materials and at least 1 biblical citation** in current APA format. Any scholarly sources cited must have been published within the last five years. Acceptable sources include the textbook, course presentations, the
    _NASW Code of Ethics_, the Bible, other textbooks, and professional journals. Remember providing more depth, critical analysis, and/or application of research than required demonstrates advanced competency and in turn, may give the student an opportunity to earn more points in the advanced category of the rubric.

    1. It is best to avoid using direct quotations from the textbook or any other source (except a short Scripture verse) in any of your threads or replies. These submissions must be in your own words (paraphrased) so that you clearly demonstrate your mastery of the material.

    2. For the post, do not attach a Microsoft Word document; rather, type directly into the textbox or copy and paste from a Microsoft Word document directly into the textbox.

    3. Incorporate your ideas and unique perspectives. Be careful to not simply repeat information you find in the textbook. After you write your post, compare what you have written to the assignment instructions and discussion prompts to ensure that you have addressed all the requirements. Remember to support your replies with
    **course materials and 1 biblical perspective**, showing a critical analysis of the topic.

    4.
    **End each thread/post with a thoughtful question** related to the discussion topic for your peers to address in their replies.

    5. When writing your written replies to classmates, be conversational and stay on topic. Remember to
    **address your peers by name**, encourage and challenge your peers’ perspectives, and answer the question(s) posed by your peers. Remember to support your replies with
    **course materials and a biblical perspective**, showing a critical analysis of the topic.

    6. If a Bible verse is included, ensure that it is relevant and applicable. Do not simply include a verse at the end of your thread or replies, expound on how the verse is relevant to the topic.

    7. Remember to cite
    **all** your sources within the body of your thread/post, at the end of your thread/post, and along with your uploaded video. These sources include, but are not limited to the textbook, the
    _NASW Code of Ethics_, the Bible, and scholarly sources.

    8. Finally, proofread your work carefully to catch APA, spelling, capitalization, grammar, and sentence structure errors. Refer to the grading rubric to ensure an outstanding grade.

    Page 2 of 2

    **## DiscussionAssignmentInstructionsModule126-11.docx**

    SOWK 570

    **Discussion Assignment Instructions**
    **Discussion in Module 1, 2, & 6**

    For each Discussion, you will post one thread of
    **at least** **350 and less than 500 words** by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must then post
    **2** replies of
    **at least 250 – 350 words** by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread/post, you must support your assertions with
    **course materials, at least 1 scholarly source, and 1 biblical citation** in current APA format. Each reply must incorporate
    **course materials and at least 1 biblical citation** in current APA format. Any scholarly sources cited must have been published within the last five years. Acceptable sources include the textbook, course presentations, the
    _NASW Code of Ethics_, the Bible, other textbooks, and professional journals. Remember providing more depth, critical analysis, and/or application of research than required demonstrates advanced competency and in turn, may give the student an opportunity to earn more points in the advanced category of the rubric.

    1. It is best to avoid using direct quotations from the textbook or any other source (except a short Scripture verse) in any of your threads or replies. These submissions must be in your own words (paraphrased) so that you clearly demonstrate your mastery of the material.

    2. For the post, do not attach a Microsoft Word document; rather, type directly into the textbox or copy and paste from a Microsoft Word document directly into the textbox.

    3. Incorporate your ideas and unique perspectives. Be careful to not simply repeat information you find in the textbook. After you write your post, compare what you have written to the assignment instructions and discussion prompts to ensure that you have addressed all the requirements. Remember to support your replies with
    **course materials and 1 biblical perspective**, showing a critical analysis of the topic.

    4.
    **End each thread/post with a thoughtful question** related to the discussion topic for your peers to address in their replies.

    5. When writing your written replies to classmates, be conversational and stay on topic. Remember to
    **address your peers by name**, encourage and challenge your peers’ perspectives, and answer the question(s) posed by your peers. Remember to support your replies with
    **course materials and a biblical perspective**, showing a critical analysis of the topic.

    6. If a Bible verse is included, ensure that it is relevant and applicable. Do not simply include a verse at the end of your thread or replies, expound on how the verse is relevant to the topic.

    7. Remember to cite
    **all** your sources within the body of your thread/post, at the end of your thread/post, and along with your uploaded video. These sources include, but are not limited to the textbook, the
    _NASW Code of Ethics_, the Bible, and scholarly sources.

    8. Finally, proofread your work carefully to catch APA, spelling, capitalization, grammar, and sentence structure errors. Refer to the grading rubric to ensure an outstanding grade.

    Page 2 of 2