Tag: Model Answer

  • [Solved] DEEP DIVE 10

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    **files (1)** – ## DeepDiveConversation10.docx **## DeepDiveConversation10.docx** **Deep Dive Conversation 10: New Empires and Common Cultures 500 WORDS** Hello! Remember, conversations are meant to help us think about, digest, discuss, and question the issues we are confronting and the materials we…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## DeepDiveConversation10.docx

    **## DeepDiveConversation10.docx**

    **Deep Dive Conversation 10: New Empires and Common Cultures 500 WORDS**

    Hello! Remember, conversations are meant to help us think about, digest, discuss, and question the issues we are confronting and the materials we are engaging. Pick something from the Deep Dive options that looks interesting, read (or watch or listen to) it, and then tell us about it. Some tips:

    · Go beyond simple summaries of the item you selected

    · Share what you found interesting, surprising, or significant about what you read (or viewed, or heard)

    · Connect the item back to what we read and/or viewed for this module.

    Let's be sure that our conversations are informal, open, and engaging dialogues (and keep in mind you are more than welcome to use the video function to record yourself—note that it may take a few minutes to save). You can review the tips for conversations
    [here](https://uncfsu.instructure.com/courses/49327/pages/tips-for-deep-dive-conversations)—remember to check back through the module.

    _Deep Dive options_(remember, select
    **one** of these nine items to read, watch, or listen to):

    Reading:

    · Yale Department of History, "
    [The Vikings: Yale historian looks at the myths vs. the historyLinks to an external site.](https://history.yale.edu/news/vikings-yale-historian-looks-myths-vs-history)"

    · Kent Chitwood, "
    [What is the Shia-Sunni divide?Links to an external site.](https://theconversation.com/what-is-the-shia-sunni-divide-78216)"
    _The Conversation_

    Listening:

    · Wonders Podcast, "
    [The Mezquita of Córdoba SpainLinks to an external site.](https://www.wonderspodcast.com/mezquita)"

    ·
    [Podcast on Medieval Gift ElephantsLinks to an external site.](https://www.footnotinghistory.com/home/medieval-gift-elephants) from Footnoting History

    ·
    _Wonders Podcast, “_ [_Aachen Cathedral_ Links to an external site.](https://www.wonderspodcast.com/aachen) _”_

    Viewing:

    · Crash Course History of Science, “
    [Medieval ChinaLinks to an external site.](https://thecrashcourse.com/courses/medieval-china-crash-course-history-of-science-8/)”

    · Crash Course History of Science, “
    [The Medieval Islamicate WorldLinks to an external site.](https://thecrashcourse.com/courses/the-medieval-islamicate-world-crash-course-history-of-science-7/)”

    · Crash Course History of Science, “
    [Ancient and Medieval MedicineLinks to an external site.](https://thecrashcourse.com/courses/ancient-medieval-medicine-crash-course-history-of-science-9/)”

    · Crash Course Mythology, “
    [The Holy GrailLinks to an external site.](https://thecrashcourse.com/courses/galahad-perceval-and-the-holy-grail-crash-course-world-mythology-28/)”

    **## DeepDiveConversation10.docx**

    **Deep Dive Conversation 10: New Empires and Common Cultures 500 WORDS**

    Hello! Remember, conversations are meant to help us think about, digest, discuss, and question the issues we are confronting and the materials we are engaging. Pick something from the Deep Dive options that looks interesting, read (or watch or listen to) it, and then tell us about it. Some tips:

    · Go beyond simple summaries of the item you selected

    · Share what you found interesting, surprising, or significant about what you read (or viewed, or heard)

    · Connect the item back to what we read and/or viewed for this module.

    Let's be sure that our conversations are informal, open, and engaging dialogues (and keep in mind you are more than welcome to use the video function to record yourself—note that it may take a few minutes to save). You can review the tips for conversations
    [here](https://uncfsu.instructure.com/courses/49327/pages/tips-for-deep-dive-conversations)—remember to check back through the module.

    _Deep Dive options_(remember, select
    **one** of these nine items to read, watch, or listen to):

    Reading:

    · Yale Department of History, "
    [The Vikings: Yale historian looks at the myths vs. the historyLinks to an external site.](https://history.yale.edu/news/vikings-yale-historian-looks-myths-vs-history)"

    · Kent Chitwood, "
    [What is the Shia-Sunni divide?Links to an external site.](https://theconversation.com/what-is-the-shia-sunni-divide-78216)"
    _The Conversation_

    Listening:

    · Wonders Podcast, "
    [The Mezquita of Córdoba SpainLinks to an external site.](https://www.wonderspodcast.com/mezquita)"

    ·
    [Podcast on Medieval Gift ElephantsLinks to an external site.](https://www.footnotinghistory.com/home/medieval-gift-elephants) from Footnoting History

    ·
    _Wonders Podcast, “_ [_Aachen Cathedral_ Links to an external site.](https://www.wonderspodcast.com/aachen) _”_

    Viewing:

    · Crash Course History of Science, “
    [Medieval ChinaLinks to an external site.](https://thecrashcourse.com/courses/medieval-china-crash-course-history-of-science-8/)”

    · Crash Course History of Science, “
    [The Medieval Islamicate WorldLinks to an external site.](https://thecrashcourse.com/courses/the-medieval-islamicate-world-crash-course-history-of-science-7/)”

    · Crash Course History of Science, “
    [Ancient and Medieval MedicineLinks to an external site.](https://thecrashcourse.com/courses/ancient-medieval-medicine-crash-course-history-of-science-9/)”

    · Crash Course Mythology, “
    [The Holy GrailLinks to an external site.](https://thecrashcourse.com/courses/galahad-perceval-and-the-holy-grail-crash-course-world-mythology-28/)”

  • [Solved] DB 1 Physics

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached **files (1)** – ## DB1Reply.docx **## DB1Reply.docx** DB 1 Reply: **Ethan Johnson** Top of Form Hello Classmates, My name is Ethan Johnson I am 35 years old, and am from North St. Paul, MN. I work as a full time Assistant Chief-Fire Inspector with the North St. Paul Fire Department, and…

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    Assignment Prompt & Instructions

    See attached

    **files (1)**

    – ## DB1Reply.docx

    **## DB1Reply.docx**

    DB 1 Reply:
    **Ethan Johnson**

    Top of Form

    Hello Classmates,

    My name is Ethan Johnson I am 35 years old, and am from North St. Paul, MN. I work as a full time Assistant Chief-Fire Inspector with the North St. Paul Fire Department, and have been with with the department 10 years. I also conduct origin and cause fire investigations with designation from the Minnesota State Fire Marshal's Office and IAAI.

    Over the last three or so years my path in the fire service has changed from engine company officer to prevention and investigations. This change has opened up a whole new world for me and re-ignited my passion for the fire service as a whole. Furthermore, I am part of a county wide fire investigation team. I have responded to and investigated a number of interesting fires, most notably two separate cases that got charged with first degree arson, which in Minnesota is rare because suspects usually plead out on the arson charges.

    I hold just about every certification our MN Fire Certification Board offers, so I found myself asking "what's next?" This is my 2nd class in my B.S. Fire Administration, and am enjoying the challenge so far! I have quite a ways to go to achieve my degree, 55 credits, but am really in no hurry, just trying to pick away at the credits slow and steady. I have not been in a physics class at all in a post secondary setting. My last experience with physics was at a high school science level. So, I hope to gain knowledge related to physics and challenge myself throughout this course.

    I am married and a father to twin three year old girls, they are crazy. The youngest of my twins was diagnosed with Leukemia In September. She is so resilient, and doing well now. I figured if she can fight through that, I can reach this goal and complete this course work.

    Someday when I complete this degree I hope to move up to a fire chief position either with my current department or others in the area.

    I am looking forward to completing class with you all.

    Reply 2:
    **Brandon Pilger**

    Top of Form

    Hello everyone, my name is Brandon. I live in Williamsburg, Virginia, where I grew up. I moved back to the area last July with my wife after getting out of the military. Upon getting out of the Navy, I decided to take a year and finish my degree, so currently I am just a full-time student and a senior here at CSU. I am on track to graduate in September with my B.S. in Occupational Safety and Health, and I aim to begin my career as a safety professional in my area. During my time in the military, I was fortunate to gain lots of knowledge and experience in the maritime and shipbuilding industry; however, I am more than willing to take my career in a different direction, into another industry.

    I have been married for almost two years (our anniversary is later this month) and have a yellow lab that is 2.5 years old that takes up a vast majority of our time. We fortunately live in a very historical area with lots of things to do in the outdoors, so there are many protected parks near my house that we take the dog to for long walks every weekend.

    Currently, I have zero travel aspirations. I spent 5 years living in Guam and traveled to several countries, including Japan and Australia, courtesy of the US Navy. So for now, I am enjoying the stationary “normal” life back on the East Coast. My wife is from California, so the 9 months we have lived here have been a welcome experience for her, and she has really enjoyed it.

    I am looking forward to getting to learn a bit about everyone here.

    Bottom of Form

    Bottom of Form

    **## DB1Reply.docx**

    DB 1 Reply:
    **Ethan Johnson**

    Top of Form

    Hello Classmates,

    My name is Ethan Johnson I am 35 years old, and am from North St. Paul, MN. I work as a full time Assistant Chief-Fire Inspector with the North St. Paul Fire Department, and have been with with the department 10 years. I also conduct origin and cause fire investigations with designation from the Minnesota State Fire Marshal's Office and IAAI.

    Over the last three or so years my path in the fire service has changed from engine company officer to prevention and investigations. This change has opened up a whole new world for me and re-ignited my passion for the fire service as a whole. Furthermore, I am part of a county wide fire investigation team. I have responded to and investigated a number of interesting fires, most notably two separate cases that got charged with first degree arson, which in Minnesota is rare because suspects usually plead out on the arson charges.

    I hold just about every certification our MN Fire Certification Board offers, so I found myself asking "what's next?" This is my 2nd class in my B.S. Fire Administration, and am enjoying the challenge so far! I have quite a ways to go to achieve my degree, 55 credits, but am really in no hurry, just trying to pick away at the credits slow and steady. I have not been in a physics class at all in a post secondary setting. My last experience with physics was at a high school science level. So, I hope to gain knowledge related to physics and challenge myself throughout this course.

    I am married and a father to twin three year old girls, they are crazy. The youngest of my twins was diagnosed with Leukemia In September. She is so resilient, and doing well now. I figured if she can fight through that, I can reach this goal and complete this course work.

    Someday when I complete this degree I hope to move up to a fire chief position either with my current department or others in the area.

    I am looking forward to completing class with you all.

    Reply 2:
    **Brandon Pilger**

    Top of Form

    Hello everyone, my name is Brandon. I live in Williamsburg, Virginia, where I grew up. I moved back to the area last July with my wife after getting out of the military. Upon getting out of the Navy, I decided to take a year and finish my degree, so currently I am just a full-time student and a senior here at CSU. I am on track to graduate in September with my B.S. in Occupational Safety and Health, and I aim to begin my career as a safety professional in my area. During my time in the military, I was fortunate to gain lots of knowledge and experience in the maritime and shipbuilding industry; however, I am more than willing to take my career in a different direction, into another industry.

    I have been married for almost two years (our anniversary is later this month) and have a yellow lab that is 2.5 years old that takes up a vast majority of our time. We fortunately live in a very historical area with lots of things to do in the outdoors, so there are many protected parks near my house that we take the dog to for long walks every weekend.

    Currently, I have zero travel aspirations. I spent 5 years living in Guam and traveled to several countries, including Japan and Australia, courtesy of the US Navy. So for now, I am enjoying the stationary “normal” life back on the East Coast. My wife is from California, so the 9 months we have lived here have been a welcome experience for her, and she has really enjoyed it.

    I am looking forward to getting to learn a bit about everyone here.

    Bottom of Form

    Bottom of Form

  • [Solved] neva ka 5&6

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment **files (1)** – ## KA563.pdf **## KA563.pdf** KA #5 and #6: The World Wars + The Cold War Submission Information: Due Date: Monday, March 30th, 2026 at 11:59pm EST Submission Guidelines: Point Values: ❑ KA #5 = 90 Points – Organization, spelling, and complete sentences will be…

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    Assignment Prompt & Instructions

    please see attachment

    **files (1)**

    – ## KA563.pdf

    **## KA563.pdf**

    KA #5 and #6:

    The World Wars + The Cold War

    Submission Information:

    Due Date: Monday, March 30th, 2026 at 11:59pm EST

    Submission Guidelines:

    Point Values:
    ❑ KA #5 = 90 Points

    – Organization, spelling, and complete
    sentences will be factored into your
    grade.

    ❑ KA #6 = 90 Points
    – Organization, spelling, and complete

    sentences will be factored into your
    grade.

    ❑ Each KA will be submitted into KA 5 & KA

    6 portals but will be graded separately.

    Readings (Find them in the module):
    KA #5

    1.) The First World War (50 mins)
    • https://www.youtube.com/watch?v=3

    ypFeoDIsns

    2.) How WWI Caused WWII (50 mins)
    https://www.youtube.com/watch?v=oqY4QXwZ3
    9s

    3.) “Nazi town, USA” (53 mins)
    https://youtu.be/g9HmV_-EE8g?si=De-
    YGt4z9u1fVzGW

    3.) Denied, Disrespected, Forgotten: The
    Shocking Truth About the GI Bill & Black
    Veterans (10 mins)
    https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8ms
    y55zt

    • Read: Born of Controversy: The GI Bill of
    Rights:
    https://www.nber.org/system/files/wor
    king_papers/w9044/w9044.pdf

    KA #6: The Cold War & Civil Rights Film Reviews
    4.) “How the Cold War Superpowers
    militarized the Science Industries.” [50+mins]
    https://youtu.be/UaDfTHfkPYo?si=23D_0FZH
    1D3abPLj

    [https://www.youtube.com/watch?v=3ypFeoDIsns](https://www.youtube.com/watch?v=3ypFeoDIsns)

    [https://www.youtube.com/watch?v=3ypFeoDIsns](https://www.youtube.com/watch?v=3ypFeoDIsns)

    [https://www.youtube.com/watch?v=oqY4QXwZ39s](https://www.youtube.com/watch?v=oqY4QXwZ39s)

    [https://www.youtube.com/watch?v=oqY4QXwZ39s](https://www.youtube.com/watch?v=oqY4QXwZ39s)

    [https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW](https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW)

    [https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW](https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW)

    [https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt](https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt)

    [https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt](https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt)

    [https://www.nber.org/system/files/working_papers/w9044/w9044.pdf](https://www.nber.org/system/files/working_papers/w9044/w9044.pdf)

    [https://www.nber.org/system/files/working_papers/w9044/w9044.pdf](https://www.nber.org/system/files/working_papers/w9044/w9044.pdf)

    [https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj](https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj)

    [https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj](https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj)

    5.) “Housing Segregation & Redlining in
    America.” [7mins]

    https://youtu.be/O5FBJyqfoLM?si=K12Xd7UK
    JDyu2jP5

    6.) “Landmark Civil Rights and Supreme Court
    Cases.” [20 mins]
    https://youtu.be/aulXvWq3jwM?si=k48fN9Sa
    MY4zDlgf

    • Read: MLK Letter from Birmingham
    Jail:
    https://archives.cdn.sos.ca.gov/pdf/M
    LK_Letter.pdf

    • Read: Report on Residential
    Segregation and Housing
    Discrimination in the US.
    https://www.prrac.org/pdf/FinalCERDHo
    usingDiscriminationReport.pdf

    • Read: The Long Civil Rights Movement
    and the Political Uses of the Past:
    https://nationalhumanitiescenter.org/
    ows/seminars/tcentury/movinglr/lon
    gcivilrights.pdf

    KA # 5: A Film Review of the World Wars

    Directions:

    See the box above for the videos and video links. Two paragraphs [minimum] per film. See

    extra requirements for the GI Bill review. For each video in this section, examine:

    → For Each Video Listed:

    o Who; What; When; Where; Why; How; Cause; Effects

    o 1 critique of the information shown in the video [analyze the cinematography of the

    film, alongside the sources used to tell the story.]

    → GI Bill Rights Readings:

    o As you write your piece on the video. Include at least 3 data points and examples from

    this study.

    o Answer the following questions:

    ▪ What was the GI Bill created to provide for Veterans?

    ▪ How did the Morrill Act and the GI Bill impact education for Black Americans?

    ▪ Examine and list 4 interesting data points you found.

    ▪ How was the educational attainment provided by the GI Bill impacted by

    discrimination and Jim Crow?

    [https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5](https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5)

    [https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5](https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5)

    [https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf](https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf)

    [https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf](https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf)

    [https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf](https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf)

    [https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf](https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf)

    [https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf](https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf)

    [https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf](https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    KA #6: The Cold War and Civil Rights: Film Reviews

    Directions:

    See the box above for the videos and video links. For each video in this section, examine:

    → For each video listed:

    o Who; What; When; Where; Why; How; Cause; Effects

    o 1 critique of the information shown in the video [analyze the cinematography of the

    film, alongside the sources used to tell the story.]

    → When you Watch: “Landmark Civil Rights and Supreme Court Cases:

    o Choose three cases/laws and complete the 5 w’s, the cause and effect for each of the

    three.

    → Read : MLK Letter from Birmingham Jail:

    o Select 4 data points that showcase either MLK’s discussion of problems, goals,

    and/or strategies:

    ▪ Analyze each of their meanings within the overall context of the Civil

    Rights Movement.

    → Read : Report on Residential Segregation and Housing Discrimination in the US

    o Select 3 data points that showcase the way housing in the US was sanctioned

    and encouraged by laws and/or practices.

    ▪ Analyze each of their meanings within the overall context of the Civil

    Rights Movement.

    → Read: “The Long Civil Rights Movement and the Political Uses of the Past” by

    Historian Jacqueline Dowd Hall, PhD. See each section I have listed and answer the

    following:

    o [p.1235] The Political Uses of Racial Narratives:

    ▪ Capture her overall argument.

    • Include specifically in your answer: How did Mass Media in the

    US and across the world cover the Civil Rights Movement?

    Positives? Negatives?

    o [p.1239] The Long Backlash: Highlight the following

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    o Rural vs Urban Problems and strategies

    o GI Bill

    o New Deal and Racial Barriers

    o See the Southern Strategies section.

    o [p.1245] The Long Civil Rights Movement

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    o How does Dowd Hall reshape the timeline of the

    movement?

    o Coalitions that built and sustained the movement.

    o Congress & Political acts and court cases she discusses.

    o Communism/Black Communism and the effects of the

    Cold War on the Civil Rights Movement [See also the next

    section on the Chill of the Cold War to help you answer.]

    o [p.1251] The Classical Phase of the Movement

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    ▪ Examine Hall’s overall analysis of Civil Rights strategies.

    ▪ Decline of the movement. [See also the last section on Beyond

    Declension]

    **## KA563.pdf**

    KA #5 and #6:

    The World Wars + The Cold War

    Submission Information:

    Due Date: Monday, March 30th, 2026 at 11:59pm EST

    Submission Guidelines:

    Point Values:
    ❑ KA #5 = 90 Points

    – Organization, spelling, and complete
    sentences will be factored into your
    grade.

    ❑ KA #6 = 90 Points
    – Organization, spelling, and complete

    sentences will be factored into your
    grade.

    ❑ Each KA will be submitted into KA 5 & KA

    6 portals but will be graded separately.

    Readings (Find them in the module):
    KA #5

    1.) The First World War (50 mins)
    • https://www.youtube.com/watch?v=3

    ypFeoDIsns

    2.) How WWI Caused WWII (50 mins)
    https://www.youtube.com/watch?v=oqY4QXwZ3
    9s

    3.) “Nazi town, USA” (53 mins)
    https://youtu.be/g9HmV_-EE8g?si=De-
    YGt4z9u1fVzGW

    3.) Denied, Disrespected, Forgotten: The
    Shocking Truth About the GI Bill & Black
    Veterans (10 mins)
    https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8ms
    y55zt

    • Read: Born of Controversy: The GI Bill of
    Rights:
    https://www.nber.org/system/files/wor
    king_papers/w9044/w9044.pdf

    KA #6: The Cold War & Civil Rights Film Reviews
    4.) “How the Cold War Superpowers
    militarized the Science Industries.” [50+mins]
    https://youtu.be/UaDfTHfkPYo?si=23D_0FZH
    1D3abPLj

    [https://www.youtube.com/watch?v=3ypFeoDIsns](https://www.youtube.com/watch?v=3ypFeoDIsns)

    [https://www.youtube.com/watch?v=3ypFeoDIsns](https://www.youtube.com/watch?v=3ypFeoDIsns)

    [https://www.youtube.com/watch?v=oqY4QXwZ39s](https://www.youtube.com/watch?v=oqY4QXwZ39s)

    [https://www.youtube.com/watch?v=oqY4QXwZ39s](https://www.youtube.com/watch?v=oqY4QXwZ39s)

    [https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW](https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW)

    [https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW](https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW)

    [https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt](https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt)

    [https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt](https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt)

    [https://www.nber.org/system/files/working_papers/w9044/w9044.pdf](https://www.nber.org/system/files/working_papers/w9044/w9044.pdf)

    [https://www.nber.org/system/files/working_papers/w9044/w9044.pdf](https://www.nber.org/system/files/working_papers/w9044/w9044.pdf)

    [https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj](https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj)

    [https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj](https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj)

    5.) “Housing Segregation & Redlining in
    America.” [7mins]

    https://youtu.be/O5FBJyqfoLM?si=K12Xd7UK
    JDyu2jP5

    6.) “Landmark Civil Rights and Supreme Court
    Cases.” [20 mins]
    https://youtu.be/aulXvWq3jwM?si=k48fN9Sa
    MY4zDlgf

    • Read: MLK Letter from Birmingham
    Jail:
    https://archives.cdn.sos.ca.gov/pdf/M
    LK_Letter.pdf

    • Read: Report on Residential
    Segregation and Housing
    Discrimination in the US.
    https://www.prrac.org/pdf/FinalCERDHo
    usingDiscriminationReport.pdf

    • Read: The Long Civil Rights Movement
    and the Political Uses of the Past:
    https://nationalhumanitiescenter.org/
    ows/seminars/tcentury/movinglr/lon
    gcivilrights.pdf

    KA # 5: A Film Review of the World Wars

    Directions:

    See the box above for the videos and video links. Two paragraphs [minimum] per film. See

    extra requirements for the GI Bill review. For each video in this section, examine:

    → For Each Video Listed:

    o Who; What; When; Where; Why; How; Cause; Effects

    o 1 critique of the information shown in the video [analyze the cinematography of the

    film, alongside the sources used to tell the story.]

    → GI Bill Rights Readings:

    o As you write your piece on the video. Include at least 3 data points and examples from

    this study.

    o Answer the following questions:

    ▪ What was the GI Bill created to provide for Veterans?

    ▪ How did the Morrill Act and the GI Bill impact education for Black Americans?

    ▪ Examine and list 4 interesting data points you found.

    ▪ How was the educational attainment provided by the GI Bill impacted by

    discrimination and Jim Crow?

    [https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5](https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5)

    [https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5](https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5)

    [https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf](https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf)

    [https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf](https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf)

    [https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf](https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf)

    [https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf](https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf)

    [https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf](https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf)

    [https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf](https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    KA #6: The Cold War and Civil Rights: Film Reviews

    Directions:

    See the box above for the videos and video links. For each video in this section, examine:

    → For each video listed:

    o Who; What; When; Where; Why; How; Cause; Effects

    o 1 critique of the information shown in the video [analyze the cinematography of the

    film, alongside the sources used to tell the story.]

    → When you Watch: “Landmark Civil Rights and Supreme Court Cases:

    o Choose three cases/laws and complete the 5 w’s, the cause and effect for each of the

    three.

    → Read : MLK Letter from Birmingham Jail:

    o Select 4 data points that showcase either MLK’s discussion of problems, goals,

    and/or strategies:

    ▪ Analyze each of their meanings within the overall context of the Civil

    Rights Movement.

    → Read : Report on Residential Segregation and Housing Discrimination in the US

    o Select 3 data points that showcase the way housing in the US was sanctioned

    and encouraged by laws and/or practices.

    ▪ Analyze each of their meanings within the overall context of the Civil

    Rights Movement.

    → Read: “The Long Civil Rights Movement and the Political Uses of the Past” by

    Historian Jacqueline Dowd Hall, PhD. See each section I have listed and answer the

    following:

    o [p.1235] The Political Uses of Racial Narratives:

    ▪ Capture her overall argument.

    • Include specifically in your answer: How did Mass Media in the

    US and across the world cover the Civil Rights Movement?

    Positives? Negatives?

    o [p.1239] The Long Backlash: Highlight the following

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    o Rural vs Urban Problems and strategies

    o GI Bill

    o New Deal and Racial Barriers

    o See the Southern Strategies section.

    o [p.1245] The Long Civil Rights Movement

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    o How does Dowd Hall reshape the timeline of the

    movement?

    o Coalitions that built and sustained the movement.

    o Congress & Political acts and court cases she discusses.

    o Communism/Black Communism and the effects of the

    Cold War on the Civil Rights Movement [See also the next

    section on the Chill of the Cold War to help you answer.]

    o [p.1251] The Classical Phase of the Movement

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    ▪ Examine Hall’s overall analysis of Civil Rights strategies.

    ▪ Decline of the movement. [See also the last section on Beyond

    Declension]

  • [Solved] DB 1 OSHA 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached **files (2)** – ## DB1.docx – ## UnitIStudyGuide.pdf **## DB1.docx** DB1 Part II: The Occupational Safety and Health Administration (OSHA) standards promulgation process is quite elaborate and provides a great deal of deliberation between OSHA and various stakeholder groups. Describe wa…

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    Assignment Prompt & Instructions

    See attached

    **files (2)**

    – ## DB1.docx

    – ## UnitIStudyGuide.pdf

    **## DB1.docx**

    DB1

    Part II: The Occupational Safety and Health Administration (OSHA) standards promulgation process is quite elaborate and provides a great deal of deliberation between OSHA and various stakeholder groups. Describe ways this might be helpful with respect to ensuring the final rule coming out of the process is the best it can be, and/or describe ways this deliberative process can have a negative impact.

    Reply 1:
    **Hudson Haas**

    Top of Form

    Good afternoon team and Professor Warner,

    My name is Hudson Haas and I am from Seguin, Texas. I am currently employed as an EHS Specialist in a chemical manufacturing plant. I am married to my lovely wife and have a 21 month old daughter. Some of my future goals include earning my bachelor's degree, completing my CSP and CHMM certifications and continuing to serve as a beacon of reason.I look at OSHA a lot like I look at the federal government: there is representation from all across the land, there are varying opinions and getting anything done in a timely manner is the easiest over bet you can make. However, at the end of the day they are the standard that is set for most of America. As I have journeyed in my career, it seems that more companies are pushing above OSHA regulations where they can to set the precedence that they are
    truly committed to safety. As long as OSHA is around to keep pushing the culture forward, we will continue to see less incidents.

    Bottom of Form

    Reply 2:
    **Shawn Hunt** Top of Form

    My name is Shawn, and I’m from Walterboro, SC. I currently work as a journeyman lineman, and I’ve been working in the electrical field for 26 years. Right now, I’m continuing my education in occupational safety and health. My goal is to move into a safety role, possibly with the current company I’m with now, where I can use both my field experience and what I’m learning in school to help keep workers safe on the job.

    I feel the OSHA standards process can be helpful because it allows input from different groups like workers, employers, and safety experts. This helps make sure the rules are realistic and actually work in the real world. For example, workers can speak on what hazards they deal with every day, while employers can explain what is possible from a cost and operations side. This kind of back and forth can lead to better, more balanced rules that protect people without shutting down business operations.

    On the other hand, the process can also be slow. Since there are so many steps and opinions involved, it can take a long time for new rules to be put in place. This can be a problem when workers are exposed to hazards that need to be addressed quickly. In some cases, delays in the process could mean people are not protected as soon as they should be.

    This  process is important because it helps create strong and fair safety standards, but the time it takes can sometimes be a downsideBottom of Form

    **## UnitIStudyGuide.pdf**

    OSH 2302, Introduction to Regulatory Compliance 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    3. Describe the regulation promulgation process.
    3.1 Recognize how the regulations of the Occupational Safety and Health Administration (OSHA)

    are promulgated.

    4. Differentiate between laws and regulations.
    4.1 Identify distinguishing aspects of laws and regulations.
    4.2 Differentiate between the Occupational Safety and Health (OSH) Act and OSHA standards.

    Required Unit Resources

    In order to access the following resources, click the links below.

    Corcoran, D. (2020). The OSH Act of 1970. Manuscript in preparation.

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart]. United

    States Department of Labor. https://www.osha.gov/OSHA_FlowChart.pdf

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Unit Lesson

    Welcome! This course is essentially an introductory course to assist students in understanding how
    environmental and occupational safety and health (OSH) laws and regulations are made and the roles and
    responsibilities of various regulatory agencies at the state and federal level. This course covers both the
    environmental and OSH regulatory environment because many individuals working in OSH, particularly in
    small- to medium-sized organizations, are asked to wear the environmental hat as well. Thus, it is good to
    understand the similarities and differences in the two regulatory systems.

    UNIT I STUDY GUIDE
    Occupational Safety and Health
    Regulation Promulgation Process

    [https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1](https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1)

    [https://www.osha.gov/OCIS/stand_dev.html](https://www.osha.gov/OCIS/stand_dev.html)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1](https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1)

    [https://www.usa.gov/how-laws-are-made](https://www.usa.gov/how-laws-are-made)

    OSH 2302, Introduction to Regulatory Compliance 2

    UNIT x STUDY GUIDE
    Title

    The OSH Act

    In the United States, laws enacted at the
    federal level go through a process (see
    Figure 1). The president can take other
    actions, of course, such as vetoing the
    bill or ignoring the bill, in which case one
    of two things can happen: One, if
    Congress is in session for 10 days
    following receipt of the bill by the
    president and he or she does not sign it,
    the bill becomes a law. Alternatively, if
    Congress is not in session, the bill does
    not become a law. This is called a
    pocket veto.

    Each state government has a similar
    process, but these processes vary
    somewhat from state to state. The
    governor of each state, however, is the
    top executive officer of the state who
    signs state-level bills into law.

    The primary federal law covering

    occupational safety and health in the United States is the Occupational Safety and Health Act of 1970. This
    act was signed into law by then-President Richard Nixon. The law has been updated several times over the
    years. As indicated in your readings, the OSH Act was a pivotal document with respect to creating an
    infrastructure for regulating occupational safety and health in the United States. Some of the more important
    effects of the act include the following:

    • enabled the creation of the Occupational Safety and Health Administration (OSHA),
    • provided a means for OSHA to create a set of regulations based on existing consensus standards,
    • provided a process for promulgation of future standards,
    • required employers to keep their worksites free from recognized hazards,
    • outlined how OSHA would be administered and how regulations would be enforced,
    • enabled the creation of the Occupational Safety and Health Review Commission,
    • enabled the creation of the National Institute for Occupational Safety and Health (NIOSH),
    • provided states with a process and funding for running their own state-run OSH enforcement

    agencies, and
    • provided states with a process and funding for free, on-site consultation programs for small

    employers.

    Standards and Standards Promulgation

    This list is not all-inclusive, but it does provide a good overview of the key tenets of the act. The first three
    items on the list deal with the creation of OSHA and the dissemination of OSH regulations. In order to
    establish the first set of enforceable regulations, the act allowed the Secretary of Labor to adopt standards
    that already existed that had been published by various nonprofit organizations. As a result, much of the first
    set of standards came from organizations like the National Fire Protection Association (NFPA), the American
    National Standards Institute (ANSI), and the American Conference of Governmental Industrial Hygienists
    (ACGIH). Many of those (40+-year-old) standards are still on the books today, and some have only recently
    been updated.

    Of course, the standards put in place 2 years after the passage of the act only served as a starting point.
    Since that point in time, a number of occupational safety and health standards have been added to the books.
    Some of the most well-known standards that have been added to the Code of Federal Regulations include the
    Hazard Communication, Confined Space, and Lockout/Tagout standards. These standards were added
    through a fairly convoluted process that involves participation from the public and industry (OSHA, 2001).

    Figure 1: The legislative process
    (How Laws Are Made, n.d.)

    OSH 2302, Introduction to Regulatory Compliance 3

    UNIT x STUDY GUIDE
    Title

    Essentially, the process starts with a perceived need of some sort typically associated with a specific hazard
    or set of hazards that need to be addressed. When OSHA recognizes such a need, it typically starts by asking
    for input from the public, industry, and/or subject matter experts. Inquiries may be made to different groups as
    well, such as industry leaders and associations.

    This input may be obtained through the process of forming advisory committees and/or by publishing an
    Advanced Notice of Proposed Rulemaking (ANPRM) in the Federal Register in which they typically outline the
    problem, present available information, and may provide a rough outline of what they expect the proposed
    standard might look like.

    One of the main purposes behind the ANPRM is to solicit input and comments from the public and impacted
    industries. They typically also consult established stakeholders such as the Office of Management and
    Budget, small business groups, the National Advisory Committee on Occupational Safety and Health
    (NACOSH), and the Advisory Committee on Construction Safety and Health. Expert groups are also
    consulted, such as the NIOSH (OSHA, n.d.).

    Information gathered from these stakeholder groups and from the public can then be reviewed by OSHA and
    used to assist the agency by serving as a foundation for the publication of a Notice of Proposed Rule Making
    (NPRM) in the Federal Register. Obviously at this point, OSHA tends to have more information and input from
    industries on which to base a tentative regulation known as a proposed rule. The proposed rule provides a
    detailed outline of what OSHA thinks the new regulation should look like based on their information, along
    with a preamble to the proposed rule that includes input and comments from various individuals and groups
    that have made a contribution along the way (OSHA, n.d.).

    After all this, you would think that OSHA would be ready to promulgate their final rule but not so. Once the
    proposed rule is published, the agency asks for additional input and typically holds hearings for impacted
    stakeholders to provide input and present arguments and supporting evidence. Once again, this information is
    gathered, entered into the docket, and considered. From these deliberations, OSHA drafts its final rule to
    publish in the Federal Register.

    The final rule is essentially the standard that is published as an OSHA standard or regulation in the Code of
    Federal Regulations (OSHA, n.d.). There is typically an implementation period written to new standards that
    allows the industry to phase in all of the new requirements over a period of months or even years. As you
    should have ascertained at this point, the OSHA standard-setting process is quite elaborate and allows for a
    great deal of public input and opportunities for deliberation. This is important in order to get employers within
    a given industry to be willing to comply with standards. First, gaining input from the public and stakeholders
    helps OSHA to identify what is feasible and what is not with respect to protecting employees. Indeed, OSHA
    has been accused of going a bit overboard with some of its standards from time to time and getting input from
    industry is helpful in keeping expectations realistic.

    Federal Register and the Code of Federal Regulations (CFR)

    Thus far, we have discussed the Federal Register and the Code of Federal Regulations without much
    clarification on what those two publications are about. Basically, the Federal Register is a daily publication
    that includes the written documents and activities of the federal government to keep the public informed. It
    includes everything from notices of hearings, requests for information, notices of proposed rules, and final
    rules issued by federal agencies.

    The Code of Federal Regulations is a collection of final rules published by different agencies and the final
    rules are published under a system that codes the various regulations according to the agency of jurisdiction
    and the specific regulation codification system used by each governmental agency. OSHA is an agency that
    falls under the U.S. Department of Labor. Its regulations can be found under Title 29 where labor standards
    are found. OSHA standards are then broken down by numerical code indicating industry sector. All standards
    falling under general industry are coded 1910. All standards falling under construction are coded 1926. After
    that, standard numbers tend to focus on specific standard content. For instance, 29 CFR 1910.146 is the
    general industry confined space standard.

    Individual requirements in the standards are then separated with an outline-based numbering system starting
    with a lowercase letter in parentheses, then a number, then small Roman numerals. For instance, 29 CFR

    OSH 2302, Introduction to Regulatory Compliance 4

    UNIT x STUDY GUIDE
    Title

    1910.1200(e)(1)(i) is a specific requirement in OSHA’s Hazard Communication standard that requires a list of
    hazardous chemicals used in the facility.

    As you can see, there were a lot of moving parts related to occupational safety and health that were put into
    effect in the early 1970s as a result of the promulgation of the OSH Act. Several governmental bodies were
    formed including OSHA and NIOSH along with a process for accepting the first set of safety and health
    regulations and a process for promulgating new ones. Also, since the 1970s, there has been a marked
    decrease in the number of workplace-related fatalities. We have seen other significant improvements to
    workplace safety and health suggesting that the changes that were put into effect at the national level at that
    time have resulted in some significant changes in helping to make the American workplace safe.

    References

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart].

    https://www.osha.gov/OSHA_FlowChart.pdf

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – The OSH Act
    – Standards and Standards Promulgation
    – Federal Register and the Code of Federal Regulations (CFR)
    – References

    **## UnitIStudyGuide.pdf**

    OSH 2302, Introduction to Regulatory Compliance 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    3. Describe the regulation promulgation process.
    3.1 Recognize how the regulations of the Occupational Safety and Health Administration (OSHA)

    are promulgated.

    4. Differentiate between laws and regulations.
    4.1 Identify distinguishing aspects of laws and regulations.
    4.2 Differentiate between the Occupational Safety and Health (OSH) Act and OSHA standards.

    Required Unit Resources

    In order to access the following resources, click the links below.

    Corcoran, D. (2020). The OSH Act of 1970. Manuscript in preparation.

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart]. United

    States Department of Labor. https://www.osha.gov/OSHA_FlowChart.pdf

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Unit Lesson

    Welcome! This course is essentially an introductory course to assist students in understanding how
    environmental and occupational safety and health (OSH) laws and regulations are made and the roles and
    responsibilities of various regulatory agencies at the state and federal level. This course covers both the
    environmental and OSH regulatory environment because many individuals working in OSH, particularly in
    small- to medium-sized organizations, are asked to wear the environmental hat as well. Thus, it is good to
    understand the similarities and differences in the two regulatory systems.

    UNIT I STUDY GUIDE
    Occupational Safety and Health
    Regulation Promulgation Process

    [https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1](https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1)

    [https://www.osha.gov/OCIS/stand_dev.html](https://www.osha.gov/OCIS/stand_dev.html)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1](https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1)

    [https://www.usa.gov/how-laws-are-made](https://www.usa.gov/how-laws-are-made)

    OSH 2302, Introduction to Regulatory Compliance 2

    UNIT x STUDY GUIDE
    Title

    The OSH Act

    In the United States, laws enacted at the
    federal level go through a process (see
    Figure 1). The president can take other
    actions, of course, such as vetoing the
    bill or ignoring the bill, in which case one
    of two things can happen: One, if
    Congress is in session for 10 days
    following receipt of the bill by the
    president and he or she does not sign it,
    the bill becomes a law. Alternatively, if
    Congress is not in session, the bill does
    not become a law. This is called a
    pocket veto.

    Each state government has a similar
    process, but these processes vary
    somewhat from state to state. The
    governor of each state, however, is the
    top executive officer of the state who
    signs state-level bills into law.

    The primary federal law covering

    occupational safety and health in the United States is the Occupational Safety and Health Act of 1970. This
    act was signed into law by then-President Richard Nixon. The law has been updated several times over the
    years. As indicated in your readings, the OSH Act was a pivotal document with respect to creating an
    infrastructure for regulating occupational safety and health in the United States. Some of the more important
    effects of the act include the following:

    • enabled the creation of the Occupational Safety and Health Administration (OSHA),
    • provided a means for OSHA to create a set of regulations based on existing consensus standards,
    • provided a process for promulgation of future standards,
    • required employers to keep their worksites free from recognized hazards,
    • outlined how OSHA would be administered and how regulations would be enforced,
    • enabled the creation of the Occupational Safety and Health Review Commission,
    • enabled the creation of the National Institute for Occupational Safety and Health (NIOSH),
    • provided states with a process and funding for running their own state-run OSH enforcement

    agencies, and
    • provided states with a process and funding for free, on-site consultation programs for small

    employers.

    Standards and Standards Promulgation

    This list is not all-inclusive, but it does provide a good overview of the key tenets of the act. The first three
    items on the list deal with the creation of OSHA and the dissemination of OSH regulations. In order to
    establish the first set of enforceable regulations, the act allowed the Secretary of Labor to adopt standards
    that already existed that had been published by various nonprofit organizations. As a result, much of the first
    set of standards came from organizations like the National Fire Protection Association (NFPA), the American
    National Standards Institute (ANSI), and the American Conference of Governmental Industrial Hygienists
    (ACGIH). Many of those (40+-year-old) standards are still on the books today, and some have only recently
    been updated.

    Of course, the standards put in place 2 years after the passage of the act only served as a starting point.
    Since that point in time, a number of occupational safety and health standards have been added to the books.
    Some of the most well-known standards that have been added to the Code of Federal Regulations include the
    Hazard Communication, Confined Space, and Lockout/Tagout standards. These standards were added
    through a fairly convoluted process that involves participation from the public and industry (OSHA, 2001).

    Figure 1: The legislative process
    (How Laws Are Made, n.d.)

    OSH 2302, Introduction to Regulatory Compliance 3

    UNIT x STUDY GUIDE
    Title

    Essentially, the process starts with a perceived need of some sort typically associated with a specific hazard
    or set of hazards that need to be addressed. When OSHA recognizes such a need, it typically starts by asking
    for input from the public, industry, and/or subject matter experts. Inquiries may be made to different groups as
    well, such as industry leaders and associations.

    This input may be obtained through the process of forming advisory committees and/or by publishing an
    Advanced Notice of Proposed Rulemaking (ANPRM) in the Federal Register in which they typically outline the
    problem, present available information, and may provide a rough outline of what they expect the proposed
    standard might look like.

    One of the main purposes behind the ANPRM is to solicit input and comments from the public and impacted
    industries. They typically also consult established stakeholders such as the Office of Management and
    Budget, small business groups, the National Advisory Committee on Occupational Safety and Health
    (NACOSH), and the Advisory Committee on Construction Safety and Health. Expert groups are also
    consulted, such as the NIOSH (OSHA, n.d.).

    Information gathered from these stakeholder groups and from the public can then be reviewed by OSHA and
    used to assist the agency by serving as a foundation for the publication of a Notice of Proposed Rule Making
    (NPRM) in the Federal Register. Obviously at this point, OSHA tends to have more information and input from
    industries on which to base a tentative regulation known as a proposed rule. The proposed rule provides a
    detailed outline of what OSHA thinks the new regulation should look like based on their information, along
    with a preamble to the proposed rule that includes input and comments from various individuals and groups
    that have made a contribution along the way (OSHA, n.d.).

    After all this, you would think that OSHA would be ready to promulgate their final rule but not so. Once the
    proposed rule is published, the agency asks for additional input and typically holds hearings for impacted
    stakeholders to provide input and present arguments and supporting evidence. Once again, this information is
    gathered, entered into the docket, and considered. From these deliberations, OSHA drafts its final rule to
    publish in the Federal Register.

    The final rule is essentially the standard that is published as an OSHA standard or regulation in the Code of
    Federal Regulations (OSHA, n.d.). There is typically an implementation period written to new standards that
    allows the industry to phase in all of the new requirements over a period of months or even years. As you
    should have ascertained at this point, the OSHA standard-setting process is quite elaborate and allows for a
    great deal of public input and opportunities for deliberation. This is important in order to get employers within
    a given industry to be willing to comply with standards. First, gaining input from the public and stakeholders
    helps OSHA to identify what is feasible and what is not with respect to protecting employees. Indeed, OSHA
    has been accused of going a bit overboard with some of its standards from time to time and getting input from
    industry is helpful in keeping expectations realistic.

    Federal Register and the Code of Federal Regulations (CFR)

    Thus far, we have discussed the Federal Register and the Code of Federal Regulations without much
    clarification on what those two publications are about. Basically, the Federal Register is a daily publication
    that includes the written documents and activities of the federal government to keep the public informed. It
    includes everything from notices of hearings, requests for information, notices of proposed rules, and final
    rules issued by federal agencies.

    The Code of Federal Regulations is a collection of final rules published by different agencies and the final
    rules are published under a system that codes the various regulations according to the agency of jurisdiction
    and the specific regulation codification system used by each governmental agency. OSHA is an agency that
    falls under the U.S. Department of Labor. Its regulations can be found under Title 29 where labor standards
    are found. OSHA standards are then broken down by numerical code indicating industry sector. All standards
    falling under general industry are coded 1910. All standards falling under construction are coded 1926. After
    that, standard numbers tend to focus on specific standard content. For instance, 29 CFR 1910.146 is the
    general industry confined space standard.

    Individual requirements in the standards are then separated with an outline-based numbering system starting
    with a lowercase letter in parentheses, then a number, then small Roman numerals. For instance, 29 CFR

    OSH 2302, Introduction to Regulatory Compliance 4

    UNIT x STUDY GUIDE
    Title

    1910.1200(e)(1)(i) is a specific requirement in OSHA’s Hazard Communication standard that requires a list of
    hazardous chemicals used in the facility.

    As you can see, there were a lot of moving parts related to occupational safety and health that were put into
    effect in the early 1970s as a result of the promulgation of the OSH Act. Several governmental bodies were
    formed including OSHA and NIOSH along with a process for accepting the first set of safety and health
    regulations and a process for promulgating new ones. Also, since the 1970s, there has been a marked
    decrease in the number of workplace-related fatalities. We have seen other significant improvements to
    workplace safety and health suggesting that the changes that were put into effect at the national level at that
    time have resulted in some significant changes in helping to make the American workplace safe.

    References

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart].

    https://www.osha.gov/OSHA_FlowChart.pdf

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – The OSH Act
    – Standards and Standards Promulgation
    – Federal Register and the Code of Federal Regulations (CFR)
    – References

    **## DB1.docx**

    DB1

    Part II: The Occupational Safety and Health Administration (OSHA) standards promulgation process is quite elaborate and provides a great deal of deliberation between OSHA and various stakeholder groups. Describe ways this might be helpful with respect to ensuring the final rule coming out of the process is the best it can be, and/or describe ways this deliberative process can have a negative impact.

    Reply 1:
    **Hudson Haas**

    Top of Form

    Good afternoon team and Professor Warner,

    My name is Hudson Haas and I am from Seguin, Texas. I am currently employed as an EHS Specialist in a chemical manufacturing plant. I am married to my lovely wife and have a 21 month old daughter. Some of my future goals include earning my bachelor's degree, completing my CSP and CHMM certifications and continuing to serve as a beacon of reason.I look at OSHA a lot like I look at the federal government: there is representation from all across the land, there are varying opinions and getting anything done in a timely manner is the easiest over bet you can make. However, at the end of the day they are the standard that is set for most of America. As I have journeyed in my career, it seems that more companies are pushing above OSHA regulations where they can to set the precedence that they are
    truly committed to safety. As long as OSHA is around to keep pushing the culture forward, we will continue to see less incidents.

    Bottom of Form

    Reply 2:
    **Shawn Hunt** Top of Form

    My name is Shawn, and I’m from Walterboro, SC. I currently work as a journeyman lineman, and I’ve been working in the electrical field for 26 years. Right now, I’m continuing my education in occupational safety and health. My goal is to move into a safety role, possibly with the current company I’m with now, where I can use both my field experience and what I’m learning in school to help keep workers safe on the job.

    I feel the OSHA standards process can be helpful because it allows input from different groups like workers, employers, and safety experts. This helps make sure the rules are realistic and actually work in the real world. For example, workers can speak on what hazards they deal with every day, while employers can explain what is possible from a cost and operations side. This kind of back and forth can lead to better, more balanced rules that protect people without shutting down business operations.

    On the other hand, the process can also be slow. Since there are so many steps and opinions involved, it can take a long time for new rules to be put in place. This can be a problem when workers are exposed to hazards that need to be addressed quickly. In some cases, delays in the process could mean people are not protected as soon as they should be.

    This  process is important because it helps create strong and fair safety standards, but the time it takes can sometimes be a downsideBottom of Form

    **## UnitIStudyGuide.pdf**

    OSH 2302, Introduction to Regulatory Compliance 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    3. Describe the regulation promulgation process.
    3.1 Recognize how the regulations of the Occupational Safety and Health Administration (OSHA)

    are promulgated.

    4. Differentiate between laws and regulations.
    4.1 Identify distinguishing aspects of laws and regulations.
    4.2 Differentiate between the Occupational Safety and Health (OSH) Act and OSHA standards.

    Required Unit Resources

    In order to access the following resources, click the links below.

    Corcoran, D. (2020). The OSH Act of 1970. Manuscript in preparation.

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart]. United

    States Department of Labor. https://www.osha.gov/OSHA_FlowChart.pdf

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Unit Lesson

    Welcome! This course is essentially an introductory course to assist students in understanding how
    environmental and occupational safety and health (OSH) laws and regulations are made and the roles and
    responsibilities of various regulatory agencies at the state and federal level. This course covers both the
    environmental and OSH regulatory environment because many individuals working in OSH, particularly in
    small- to medium-sized organizations, are asked to wear the environmental hat as well. Thus, it is good to
    understand the similarities and differences in the two regulatory systems.

    UNIT I STUDY GUIDE
    Occupational Safety and Health
    Regulation Promulgation Process

    [https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1](https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1)

    [https://www.osha.gov/OCIS/stand_dev.html](https://www.osha.gov/OCIS/stand_dev.html)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1](https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1)

    [https://www.usa.gov/how-laws-are-made](https://www.usa.gov/how-laws-are-made)

    OSH 2302, Introduction to Regulatory Compliance 2

    UNIT x STUDY GUIDE
    Title

    The OSH Act

    In the United States, laws enacted at the
    federal level go through a process (see
    Figure 1). The president can take other
    actions, of course, such as vetoing the
    bill or ignoring the bill, in which case one
    of two things can happen: One, if
    Congress is in session for 10 days
    following receipt of the bill by the
    president and he or she does not sign it,
    the bill becomes a law. Alternatively, if
    Congress is not in session, the bill does
    not become a law. This is called a
    pocket veto.

    Each state government has a similar
    process, but these processes vary
    somewhat from state to state. The
    governor of each state, however, is the
    top executive officer of the state who
    signs state-level bills into law.

    The primary federal law covering

    occupational safety and health in the United States is the Occupational Safety and Health Act of 1970. This
    act was signed into law by then-President Richard Nixon. The law has been updated several times over the
    years. As indicated in your readings, the OSH Act was a pivotal document with respect to creating an
    infrastructure for regulating occupational safety and health in the United States. Some of the more important
    effects of the act include the following:

    • enabled the creation of the Occupational Safety and Health Administration (OSHA),
    • provided a means for OSHA to create a set of regulations based on existing consensus standards,
    • provided a process for promulgation of future standards,
    • required employers to keep their worksites free from recognized hazards,
    • outlined how OSHA would be administered and how regulations would be enforced,
    • enabled the creation of the Occupational Safety and Health Review Commission,
    • enabled the creation of the National Institute for Occupational Safety and Health (NIOSH),
    • provided states with a process and funding for running their own state-run OSH enforcement

    agencies, and
    • provided states with a process and funding for free, on-site consultation programs for small

    employers.

    Standards and Standards Promulgation

    This list is not all-inclusive, but it does provide a good overview of the key tenets of the act. The first three
    items on the list deal with the creation of OSHA and the dissemination of OSH regulations. In order to
    establish the first set of enforceable regulations, the act allowed the Secretary of Labor to adopt standards
    that already existed that had been published by various nonprofit organizations. As a result, much of the first
    set of standards came from organizations like the National Fire Protection Association (NFPA), the American
    National Standards Institute (ANSI), and the American Conference of Governmental Industrial Hygienists
    (ACGIH). Many of those (40+-year-old) standards are still on the books today, and some have only recently
    been updated.

    Of course, the standards put in place 2 years after the passage of the act only served as a starting point.
    Since that point in time, a number of occupational safety and health standards have been added to the books.
    Some of the most well-known standards that have been added to the Code of Federal Regulations include the
    Hazard Communication, Confined Space, and Lockout/Tagout standards. These standards were added
    through a fairly convoluted process that involves participation from the public and industry (OSHA, 2001).

    Figure 1: The legislative process
    (How Laws Are Made, n.d.)

    OSH 2302, Introduction to Regulatory Compliance 3

    UNIT x STUDY GUIDE
    Title

    Essentially, the process starts with a perceived need of some sort typically associated with a specific hazard
    or set of hazards that need to be addressed. When OSHA recognizes such a need, it typically starts by asking
    for input from the public, industry, and/or subject matter experts. Inquiries may be made to different groups as
    well, such as industry leaders and associations.

    This input may be obtained through the process of forming advisory committees and/or by publishing an
    Advanced Notice of Proposed Rulemaking (ANPRM) in the Federal Register in which they typically outline the
    problem, present available information, and may provide a rough outline of what they expect the proposed
    standard might look like.

    One of the main purposes behind the ANPRM is to solicit input and comments from the public and impacted
    industries. They typically also consult established stakeholders such as the Office of Management and
    Budget, small business groups, the National Advisory Committee on Occupational Safety and Health
    (NACOSH), and the Advisory Committee on Construction Safety and Health. Expert groups are also
    consulted, such as the NIOSH (OSHA, n.d.).

    Information gathered from these stakeholder groups and from the public can then be reviewed by OSHA and
    used to assist the agency by serving as a foundation for the publication of a Notice of Proposed Rule Making
    (NPRM) in the Federal Register. Obviously at this point, OSHA tends to have more information and input from
    industries on which to base a tentative regulation known as a proposed rule. The proposed rule provides a
    detailed outline of what OSHA thinks the new regulation should look like based on their information, along
    with a preamble to the proposed rule that includes input and comments from various individuals and groups
    that have made a contribution along the way (OSHA, n.d.).

    After all this, you would think that OSHA would be ready to promulgate their final rule but not so. Once the
    proposed rule is published, the agency asks for additional input and typically holds hearings for impacted
    stakeholders to provide input and present arguments and supporting evidence. Once again, this information is
    gathered, entered into the docket, and considered. From these deliberations, OSHA drafts its final rule to
    publish in the Federal Register.

    The final rule is essentially the standard that is published as an OSHA standard or regulation in the Code of
    Federal Regulations (OSHA, n.d.). There is typically an implementation period written to new standards that
    allows the industry to phase in all of the new requirements over a period of months or even years. As you
    should have ascertained at this point, the OSHA standard-setting process is quite elaborate and allows for a
    great deal of public input and opportunities for deliberation. This is important in order to get employers within
    a given industry to be willing to comply with standards. First, gaining input from the public and stakeholders
    helps OSHA to identify what is feasible and what is not with respect to protecting employees. Indeed, OSHA
    has been accused of going a bit overboard with some of its standards from time to time and getting input from
    industry is helpful in keeping expectations realistic.

    Federal Register and the Code of Federal Regulations (CFR)

    Thus far, we have discussed the Federal Register and the Code of Federal Regulations without much
    clarification on what those two publications are about. Basically, the Federal Register is a daily publication
    that includes the written documents and activities of the federal government to keep the public informed. It
    includes everything from notices of hearings, requests for information, notices of proposed rules, and final
    rules issued by federal agencies.

    The Code of Federal Regulations is a collection of final rules published by different agencies and the final
    rules are published under a system that codes the various regulations according to the agency of jurisdiction
    and the specific regulation codification system used by each governmental agency. OSHA is an agency that
    falls under the U.S. Department of Labor. Its regulations can be found under Title 29 where labor standards
    are found. OSHA standards are then broken down by numerical code indicating industry sector. All standards
    falling under general industry are coded 1910. All standards falling under construction are coded 1926. After
    that, standard numbers tend to focus on specific standard content. For instance, 29 CFR 1910.146 is the
    general industry confined space standard.

    Individual requirements in the standards are then separated with an outline-based numbering system starting
    with a lowercase letter in parentheses, then a number, then small Roman numerals. For instance, 29 CFR

    OSH 2302, Introduction to Regulatory Compliance 4

    UNIT x STUDY GUIDE
    Title

    1910.1200(e)(1)(i) is a specific requirement in OSHA’s Hazard Communication standard that requires a list of
    hazardous chemicals used in the facility.

    As you can see, there were a lot of moving parts related to occupational safety and health that were put into
    effect in the early 1970s as a result of the promulgation of the OSH Act. Several governmental bodies were
    formed including OSHA and NIOSH along with a process for accepting the first set of safety and health
    regulations and a process for promulgating new ones. Also, since the 1970s, there has been a marked
    decrease in the number of workplace-related fatalities. We have seen other significant improvements to
    workplace safety and health suggesting that the changes that were put into effect at the national level at that
    time have resulted in some significant changes in helping to make the American workplace safe.

    References

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart].

    https://www.osha.gov/OSHA_FlowChart.pdf

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – The OSH Act
    – Standards and Standards Promulgation
    – Federal Register and the Code of Federal Regulations (CFR)
    – References

    **## DB1.docx**

    DB1

    Part II: The Occupational Safety and Health Administration (OSHA) standards promulgation process is quite elaborate and provides a great deal of deliberation between OSHA and various stakeholder groups. Describe ways this might be helpful with respect to ensuring the final rule coming out of the process is the best it can be, and/or describe ways this deliberative process can have a negative impact.

    Reply 1:
    **Hudson Haas**

    Top of Form

    Good afternoon team and Professor Warner,

    My name is Hudson Haas and I am from Seguin, Texas. I am currently employed as an EHS Specialist in a chemical manufacturing plant. I am married to my lovely wife and have a 21 month old daughter. Some of my future goals include earning my bachelor's degree, completing my CSP and CHMM certifications and continuing to serve as a beacon of reason.I look at OSHA a lot like I look at the federal government: there is representation from all across the land, there are varying opinions and getting anything done in a timely manner is the easiest over bet you can make. However, at the end of the day they are the standard that is set for most of America. As I have journeyed in my career, it seems that more companies are pushing above OSHA regulations where they can to set the precedence that they are
    truly committed to safety. As long as OSHA is around to keep pushing the culture forward, we will continue to see less incidents.

    Bottom of Form

    Reply 2:
    **Shawn Hunt** Top of Form

    My name is Shawn, and I’m from Walterboro, SC. I currently work as a journeyman lineman, and I’ve been working in the electrical field for 26 years. Right now, I’m continuing my education in occupational safety and health. My goal is to move into a safety role, possibly with the current company I’m with now, where I can use both my field experience and what I’m learning in school to help keep workers safe on the job.

    I feel the OSHA standards process can be helpful because it allows input from different groups like workers, employers, and safety experts. This helps make sure the rules are realistic and actually work in the real world. For example, workers can speak on what hazards they deal with every day, while employers can explain what is possible from a cost and operations side. This kind of back and forth can lead to better, more balanced rules that protect people without shutting down business operations.

    On the other hand, the process can also be slow. Since there are so many steps and opinions involved, it can take a long time for new rules to be put in place. This can be a problem when workers are exposed to hazards that need to be addressed quickly. In some cases, delays in the process could mean people are not protected as soon as they should be.

    This  process is important because it helps create strong and fair safety standards, but the time it takes can sometimes be a downsideBottom of Form

    **## UnitIStudyGuide.pdf**

    OSH 2302, Introduction to Regulatory Compliance 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    3. Describe the regulation promulgation process.
    3.1 Recognize how the regulations of the Occupational Safety and Health Administration (OSHA)

    are promulgated.

    4. Differentiate between laws and regulations.
    4.1 Identify distinguishing aspects of laws and regulations.
    4.2 Differentiate between the Occupational Safety and Health (OSH) Act and OSHA standards.

    Required Unit Resources

    In order to access the following resources, click the links below.

    Corcoran, D. (2020). The OSH Act of 1970. Manuscript in preparation.

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart]. United

    States Department of Labor. https://www.osha.gov/OSHA_FlowChart.pdf

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Unit Lesson

    Welcome! This course is essentially an introductory course to assist students in understanding how
    environmental and occupational safety and health (OSH) laws and regulations are made and the roles and
    responsibilities of various regulatory agencies at the state and federal level. This course covers both the
    environmental and OSH regulatory environment because many individuals working in OSH, particularly in
    small- to medium-sized organizations, are asked to wear the environmental hat as well. Thus, it is good to
    understand the similarities and differences in the two regulatory systems.

    UNIT I STUDY GUIDE
    Occupational Safety and Health
    Regulation Promulgation Process

    [https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1](https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1)

    [https://www.osha.gov/OCIS/stand_dev.html](https://www.osha.gov/OCIS/stand_dev.html)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1](https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1)

    [https://www.usa.gov/how-laws-are-made](https://www.usa.gov/how-laws-are-made)

    OSH 2302, Introduction to Regulatory Compliance 2

    UNIT x STUDY GUIDE
    Title

    The OSH Act

    In the United States, laws enacted at the
    federal level go through a process (see
    Figure 1). The president can take other
    actions, of course, such as vetoing the
    bill or ignoring the bill, in which case one
    of two things can happen: One, if
    Congress is in session for 10 days
    following receipt of the bill by the
    president and he or she does not sign it,
    the bill becomes a law. Alternatively, if
    Congress is not in session, the bill does
    not become a law. This is called a
    pocket veto.

    Each state government has a similar
    process, but these processes vary
    somewhat from state to state. The
    governor of each state, however, is the
    top executive officer of the state who
    signs state-level bills into law.

    The primary federal law covering

    occupational safety and health in the United States is the Occupational Safety and Health Act of 1970. This
    act was signed into law by then-President Richard Nixon. The law has been updated several times over the
    years. As indicated in your readings, the OSH Act was a pivotal document with respect to creating an
    infrastructure for regulating occupational safety and health in the United States. Some of the more important
    effects of the act include the following:

    • enabled the creation of the Occupational Safety and Health Administration (OSHA),
    • provided a means for OSHA to create a set of regulations based on existing consensus standards,
    • provided a process for promulgation of future standards,
    • required employers to keep their worksites free from recognized hazards,
    • outlined how OSHA would be administered and how regulations would be enforced,
    • enabled the creation of the Occupational Safety and Health Review Commission,
    • enabled the creation of the National Institute for Occupational Safety and Health (NIOSH),
    • provided states with a process and funding for running their own state-run OSH enforcement

    agencies, and
    • provided states with a process and funding for free, on-site consultation programs for small

    employers.

    Standards and Standards Promulgation

    This list is not all-inclusive, but it does provide a good overview of the key tenets of the act. The first three
    items on the list deal with the creation of OSHA and the dissemination of OSH regulations. In order to
    establish the first set of enforceable regulations, the act allowed the Secretary of Labor to adopt standards
    that already existed that had been published by various nonprofit organizations. As a result, much of the first
    set of standards came from organizations like the National Fire Protection Association (NFPA), the American
    National Standards Institute (ANSI), and the American Conference of Governmental Industrial Hygienists
    (ACGIH). Many of those (40+-year-old) standards are still on the books today, and some have only recently
    been updated.

    Of course, the standards put in place 2 years after the passage of the act only served as a starting point.
    Since that point in time, a number of occupational safety and health standards have been added to the books.
    Some of the most well-known standards that have been added to the Code of Federal Regulations include the
    Hazard Communication, Confined Space, and Lockout/Tagout standards. These standards were added
    through a fairly convoluted process that involves participation from the public and industry (OSHA, 2001).

    Figure 1: The legislative process
    (How Laws Are Made, n.d.)

    OSH 2302, Introduction to Regulatory Compliance 3

    UNIT x STUDY GUIDE
    Title

    Essentially, the process starts with a perceived need of some sort typically associated with a specific hazard
    or set of hazards that need to be addressed. When OSHA recognizes such a need, it typically starts by asking
    for input from the public, industry, and/or subject matter experts. Inquiries may be made to different groups as
    well, such as industry leaders and associations.

    This input may be obtained through the process of forming advisory committees and/or by publishing an
    Advanced Notice of Proposed Rulemaking (ANPRM) in the Federal Register in which they typically outline the
    problem, present available information, and may provide a rough outline of what they expect the proposed
    standard might look like.

    One of the main purposes behind the ANPRM is to solicit input and comments from the public and impacted
    industries. They typically also consult established stakeholders such as the Office of Management and
    Budget, small business groups, the National Advisory Committee on Occupational Safety and Health
    (NACOSH), and the Advisory Committee on Construction Safety and Health. Expert groups are also
    consulted, such as the NIOSH (OSHA, n.d.).

    Information gathered from these stakeholder groups and from the public can then be reviewed by OSHA and
    used to assist the agency by serving as a foundation for the publication of a Notice of Proposed Rule Making
    (NPRM) in the Federal Register. Obviously at this point, OSHA tends to have more information and input from
    industries on which to base a tentative regulation known as a proposed rule. The proposed rule provides a
    detailed outline of what OSHA thinks the new regulation should look like based on their information, along
    with a preamble to the proposed rule that includes input and comments from various individuals and groups
    that have made a contribution along the way (OSHA, n.d.).

    After all this, you would think that OSHA would be ready to promulgate their final rule but not so. Once the
    proposed rule is published, the agency asks for additional input and typically holds hearings for impacted
    stakeholders to provide input and present arguments and supporting evidence. Once again, this information is
    gathered, entered into the docket, and considered. From these deliberations, OSHA drafts its final rule to
    publish in the Federal Register.

    The final rule is essentially the standard that is published as an OSHA standard or regulation in the Code of
    Federal Regulations (OSHA, n.d.). There is typically an implementation period written to new standards that
    allows the industry to phase in all of the new requirements over a period of months or even years. As you
    should have ascertained at this point, the OSHA standard-setting process is quite elaborate and allows for a
    great deal of public input and opportunities for deliberation. This is important in order to get employers within
    a given industry to be willing to comply with standards. First, gaining input from the public and stakeholders
    helps OSHA to identify what is feasible and what is not with respect to protecting employees. Indeed, OSHA
    has been accused of going a bit overboard with some of its standards from time to time and getting input from
    industry is helpful in keeping expectations realistic.

    Federal Register and the Code of Federal Regulations (CFR)

    Thus far, we have discussed the Federal Register and the Code of Federal Regulations without much
    clarification on what those two publications are about. Basically, the Federal Register is a daily publication
    that includes the written documents and activities of the federal government to keep the public informed. It
    includes everything from notices of hearings, requests for information, notices of proposed rules, and final
    rules issued by federal agencies.

    The Code of Federal Regulations is a collection of final rules published by different agencies and the final
    rules are published under a system that codes the various regulations according to the agency of jurisdiction
    and the specific regulation codification system used by each governmental agency. OSHA is an agency that
    falls under the U.S. Department of Labor. Its regulations can be found under Title 29 where labor standards
    are found. OSHA standards are then broken down by numerical code indicating industry sector. All standards
    falling under general industry are coded 1910. All standards falling under construction are coded 1926. After
    that, standard numbers tend to focus on specific standard content. For instance, 29 CFR 1910.146 is the
    general industry confined space standard.

    Individual requirements in the standards are then separated with an outline-based numbering system starting
    with a lowercase letter in parentheses, then a number, then small Roman numerals. For instance, 29 CFR

    OSH 2302, Introduction to Regulatory Compliance 4

    UNIT x STUDY GUIDE
    Title

    1910.1200(e)(1)(i) is a specific requirement in OSHA’s Hazard Communication standard that requires a list of
    hazardous chemicals used in the facility.

    As you can see, there were a lot of moving parts related to occupational safety and health that were put into
    effect in the early 1970s as a result of the promulgation of the OSH Act. Several governmental bodies were
    formed including OSHA and NIOSH along with a process for accepting the first set of safety and health
    regulations and a process for promulgating new ones. Also, since the 1970s, there has been a marked
    decrease in the number of workplace-related fatalities. We have seen other significant improvements to
    workplace safety and health suggesting that the changes that were put into effect at the national level at that
    time have resulted in some significant changes in helping to make the American workplace safe.

    References

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart].

    https://www.osha.gov/OSHA_FlowChart.pdf

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – The OSH Act
    – Standards and Standards Promulgation
    – Federal Register and the Code of Federal Regulations (CFR)
    – References

  • [Solved] nanda, hypertension

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    – **Grammar:** Revise sentence structure and wording for clarity and academic tone. – **APA:** Correct formatting (title page, citations, references, DOI, hanging indent). – **Accuracy:** Refine terminology (e.g., “ACE oxidation” → ACE inhibitors). – **Clinical Application:** Strengthen linkage betw…

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    Assignment Prompt & Instructions

    – **Grammar:** Revise sentence structure and wording for clarity and academic tone.
    – **APA:** Correct formatting (title page, citations, references, DOI, hanging indent).
    – **Accuracy:** Refine terminology (e.g., “ACE oxidation” → ACE inhibitors).
    – **Clinical Application:** Strengthen linkage between diagnoses, interventions, and outcomes.

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

  • [Solved] Business & Finance Valuation Issue Assignment

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    Executive Solution Overview

    Book Hitchner, J. (2025). _Financial valuation: Applications and models_ (5th ed.). Hoboken, NJ: Wiley. _Disclaimer: The above resource provides information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, p…

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    Assignment Prompt & Instructions

    Book

    Hitchner, J. (2025). _Financial valuation: Applications and models_ (5th ed.). Hoboken, NJ: Wiley.

    _Disclaimer: The above resource provides information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in this resource._

    **Recommended Resource**

    American Psychological Association. _Publication manual of the American Psychological Association_ (Current ed.). Washington, DC: American Psychological Association.

    – [**Read: Hitchner: Chapters 1 – 4**](https://canvas.liberty.edu/courses/934965/modules/items/101647499 "Read: Hitchner: Chapters 1 – 4")

    – Page [**Watch: Financial Valuation**](https://canvas.liberty.edu/courses/934965/modules/items/101647502 "Watch: Financial Valuation")
    – **https://canvas.liberty.edu/courses/934965/pages/watch-financial-valuation?module_item_id=101647502**

    Valuation Issue Assignment

    VALUATION ISSUE ASSIGNMENT INSTRUCTIONS

    OVERVIEW

    Determining the market value of a publicly traded company can be accomplished by merely

    multiplying the company’s current stock price by the number of shares outstanding. This process

    “works” because the market, made up of millions of investors, is applying a value to the business

    every day in the stock trading process. Unfortunately, the process for determining the value of a

    private firm is not as straightforward or transparent. Private companies do not report their

    financials publicly, and because these firms do not have stock that is listed (and traded) on an

    exchange, it is often difficult to determine the value of a private company.

    Nonetheless, valuations are an important part of business, company managers, creditors, and

    equity investors. For companies, valuations can help measure their progress and success, and can

    help them track their performance in the market compared to others. Investors can use valuations

    to help determine the worth of potential investments. They can do this by using data and

    information made public by a company. Regardless of who is using the valuation, it essentially

    describes the company's worth.

    INSTRUCTIONS

    Using the first four chapters in the Hitcher textbook as your primary reference, and

    supplemented by appropriate secondary sources, identify and discuss two (2) specific issues or

    challenges that valuation professionals face when attempting to properly assess the current value

    of a private business. Your paper should have an Introduction, two “body” parts (specific issue

    or challenge one and specific issue or challenge two) appropriately titled, and a Conclusion. The

    body parts need to clearly define the issue/challenge, fully discuss why this issue/challenge is

    important, and suggest what valuation professionals can do to limit the impact of the

    issue/challenge.

    • Assignment length: At least 750 words (excluding title page and references) in current

    APA format.

    • Number of citations: At least 3 (in addition to your textbook, which must be your primary

    references). Remember: any article/source listed in your references must be cited at least

    once in your paper.

    • Accepted sources: Books or other scholarly/professional sources. Remember,

    Investopedia, Wikipedia, websites, periodicals (e.g., newspaper, magazine, newsletters),

    and blogs are not scholarly/professional sources. You can use these in your paper (if

    properly cited), but they do not count towards the required number of citations.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    – [\
    \
    ValuationIssueGradingRubric.pdf](https://www.sweetstudy.com/files/valuationissuegradingrubric-pdf "ValuationIssueGradingRubric.pdf")

  • [Solved] Discussion post

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  • [Solved] Part A

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    **files (5)** – ## GradingRubric.pdf – ## Assignment2.template.pdf – ## AssignmentInstructions.pdf – ## ProtocoforExaminingData.NSF.pdf – HandbookofSchoolImprovementEbook.pdf **## GradingRubric.pdf** Assessment 2 Part A: School Improvement Planning Project Standard / Component Level 1: Approaching S…

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    **files (5)**

    – ## GradingRubric.pdf

    – ## Assignment2.template.pdf

    – ## AssignmentInstructions.pdf

    – ## ProtocoforExaminingData.NSF.pdf

    – HandbookofSchoolImprovementEbook.pdf

    **## GradingRubric.pdf**

    Assessment 2 Part A: School Improvement Planning Project

    Standard / Component
    Level 1:

    Approaching Standard
    0-31 points

    Level 2:
    Meets Standard

    32-35 points

    Level 3:
    Exceeds Standard

    36-40 points
    Lead improvement processes
    that include data use, design,
    implementation, and
    evaluation.
    NELP 1.2

    Data summary provides a
    limited analysis based on
    performance data and
    includes some strengths,
    weaknesses, potential root
    causes, and improvement
    recommendations. Annotated
    evidence-based strategies are
    weakly inked to the identified
    problem. The summary
    provides evidence of one or
    less of the following:

    1.2a knowledge of the school
    improvement process.

    1.2b knowledge of formal
    evidence-informed
    improvement.

    1.2c knowledge of data
    collection, analysis, and use.

    Data summary provides an
    analysis based on required
    performance data and
    includes strengths,
    weaknesses, potential root
    causes, and improvement
    recommendations. Annotated
    resource list provides required
    evidence-based strategies
    linked to identified weakness
    or problem. The summary
    provides evidence of at least
    two of the following:

    1.2a knowledge on school
    improvement.

    1.2b knowledge of formal
    evidence-informed
    improvement.

    1.2c knowledge of data
    collection, analysis, and use.

    Data summary provides a
    detailed analysis based on
    required performance data
    and includes a very thorough
    analysis of strengths,
    weaknesses, potential root
    causes, and improvement
    recommendations. Annotated
    resource list provides required
    evidence-based strategies
    linked to identified weakness
    or problem. The summary
    provides significant evidence
    of the candidate’s working:

    1.2a knowledge on school
    improvement.

    1.2b knowledge of formal
    evidence-informed
    improvement.

    1.2c knowledge of data
    collection, analysis, and use.

    **## Assignment2.template.pdf**

    Module 2 Assignment Organizer

    Data Analysis and Student Learning Goal Summary

    I. Describe the data sets used for this analysis. Include dates of administration, grade level,

    content area, and subgroups included in your analysis.

    II. Analysis summary (be as specific and thorough as possible. It’s likely you’ll have 3 – 5 items for

    each element in this part of your summary)

    III. Problem identification: Key problems evident in the data (disparities/gaps among student

    groups or students. Address race/ethnicity, special needs, FaRMS, gender if disparities exist.

    List all problems knowing that you’re only going to select one for your school improvement plan.

    IV. Potential root causes – list all potential causes; categorize by school practices, teacher practices,

    student factors (it’s likely that you’ll have multiple root causes in each category).

    V. State the problem you plan to address. It’s likely that your problem will describe an

    opportunity gap between subgroups (i.e., African American students, FARMS, Hispanic, ELL

    students, special needs students, gender, etc.)

    VI. Evidence-based recommendations to address the problem. Recommendations should be related

    to your root causes. If the recommendation is implemented, there’s a good chance that the

    problem will be reduced or eliminated. You’ll want to list multiple recommendations so that

    you can prioritize and ultimately select those that will have the greatest impact on your

    problem.

    **## AssignmentInstructions.pdf**

    School Improvement Planning Project:
    Part A Data Analysis and Summary

    Assignment Instructions:

    NELP 1.2, 4.1, 4.2, 4.3, 4.4, 5.2, 5.3, PSEL 3g, 4c, 4e, 4g, 8b, 8c, 8d, 8e, 8h, 8i, 8j, 10a – j, PILS C2, C3, Cy6

    Overarching Question:
    How do the vision and the mission drive school improvement efforts?

    Overview:
    Candidates will complete the School Improvement Planning Project, in which they
    will collaboratively engage in data-driven decision-making and formulate a strategic
    action plan to improve student learning. Throughout this process, the candidate
    and team will focus on the connection and alignment between their strategic
    planning and the school’s vision and mission. The candidate will analyze student
    achievement data, determine root causes, set appropriate performance goals,
    identify evidence-based strategic actions to support those goals, and develop
    progress-monitoring strategies. In addition, they will demonstrate how, as a leader,
    they will communicate the plan, engage all stakeholders in the process, and set a
    course of action that will provide a learning environment that promotes academic
    achievement for all students. This assessment will be completed in two parts: one
    in module 2, the other in module 3. Part A: Data Analysis and Summary (Module 2)
    Using the Protocol for Examining Data.NSF.docx (attached).

    Candidates will write a data analysis summary based on state assessment data and
    one local data source for a cohort group of students at their school. Data should be
    limited to one content area (e.g., mathematics, reading, science). Candidates will
    access, organize, and represent the data to facilitate their analysis. The summary
    should follow all 5 steps outlined in the protocol. In addition to the data summary,
    candidates will submit a 2-page annotated resource listing at least 3 potential
    evidence-based instructional strategies or initiatives that, if applied, will begin to
    address their problem. If your problem statement focuses on underserved student
    population(s), make sure your evidence-based strategies are specific to their
    needs. The group activity assigned to this module may provide potential resources.
    Use the Data Analysis and Student Learning Goal Summary Template to capture
    a detailed summary of your analysis. The annotated evidence-based resource list
    will be submitted as a separate Word document.

    **## ProtocoforExaminingData.NSF.pdf**

    Protocol for Examining Data
    Developed from National School Reform Faculty Materials

    Purpose: This protocol is for use in guiding a group through analysis of data to identify strengths and opportunities for
    improvement.

    Getting Started – Overview of Data (3 minutes)

    The facilitator reminds the group of the norms, assigns roles (recorder, time keeper) and explains protocol. The
    facilitator gives a brief description of the particular data to be discussed and answers clarifying questions as necessary.

    Step 1: What parts of this data catch your attention?

    (8 minutes: 2 minutes silently writing individual observations, 6 minutes discussing as a group) The facilitator reminds
    the group that this phase is to just state what they see without reaching conclusions or making recommendations.

    After three minutes of looking through the data, the facilitator has the group share their observations by going around
    the group. Just the facts.

    Step 2: What do the data tell us? What do the data NOT tell us? (10 minutes: 3 minutes silently making notes, 7
    minutes discussing as a group)

    The facilitator tells the group that this step is to look beyond the obvious for relationships, cause/effect and to make
    inferences related to student learning.

    After three minutes of making notes, the facilitator has the group share their ideas by going around the group. The
    facilitator encourages team members to support their statements with evidence from the data.

    Step 3: What good news is there to celebrate? (5 minutes to identify strengths)

    The facilitator tells the group to look for indications of success in the data. The facilitator asks for the “good news” by
    going around the group.

    Step 4: What are the problems of practice suggested by the data? (10 minutes: 3 minutes silently writing individual
    ideas for practice, 7 minutes for group discussion)

    The facilitator tells that group that this step is designed to help the group identify connections between what is missing,
    what needs to change and what is working.

    After three minutes of making notes, the facilitator leads the group in the discussion of that this data implies for their
    classroom practice. Are the problems of practice the same for all teachers? The facilitator helps the group narrow the
    focus of the problems of practice.

    Step 5: What are our key conclusions? What recommendations does the team have for addressing the problems of
    practice? This is the action phase of the data analysis. The facilitator asks teachers to suggest ways that the problems of
    practice can be addressed. The group will design an action plan for next steps that might outline changes in instructional
    practice, analysis of materials used or require a deeper understanding of the learning targets and standards. The
    recorder will record this action for next steps in the minutes.

    **HandbookofSchoolImprovementEbook.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/handbookofschoolimprovementebook-pdf-10522511)

    **HandbookofSchoolImprovementEbook.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/handbookofschoolimprovementebook-pdf-10522511)

    **## GradingRubric.pdf**

    Assessment 2 Part A: School Improvement Planning Project

    Standard / Component
    Level 1:

    Approaching Standard
    0-31 points

    Level 2:
    Meets Standard

    32-35 points

    Level 3:
    Exceeds Standard

    36-40 points
    Lead improvement processes
    that include data use, design,
    implementation, and
    evaluation.
    NELP 1.2

    Data summary provides a
    limited analysis based on
    performance data and
    includes some strengths,
    weaknesses, potential root
    causes, and improvement
    recommendations. Annotated
    evidence-based strategies are
    weakly inked to the identified
    problem. The summary
    provides evidence of one or
    less of the following:

    1.2a knowledge of the school
    improvement process.

    1.2b knowledge of formal
    evidence-informed
    improvement.

    1.2c knowledge of data
    collection, analysis, and use.

    Data summary provides an
    analysis based on required
    performance data and
    includes strengths,
    weaknesses, potential root
    causes, and improvement
    recommendations. Annotated
    resource list provides required
    evidence-based strategies
    linked to identified weakness
    or problem. The summary
    provides evidence of at least
    two of the following:

    1.2a knowledge on school
    improvement.

    1.2b knowledge of formal
    evidence-informed
    improvement.

    1.2c knowledge of data
    collection, analysis, and use.

    Data summary provides a
    detailed analysis based on
    required performance data
    and includes a very thorough
    analysis of strengths,
    weaknesses, potential root
    causes, and improvement
    recommendations. Annotated
    resource list provides required
    evidence-based strategies
    linked to identified weakness
    or problem. The summary
    provides significant evidence
    of the candidate’s working:

    1.2a knowledge on school
    improvement.

    1.2b knowledge of formal
    evidence-informed
    improvement.

    1.2c knowledge of data
    collection, analysis, and use.

    **## Assignment2.template.pdf**

    Module 2 Assignment Organizer

    Data Analysis and Student Learning Goal Summary

    I. Describe the data sets used for this analysis. Include dates of administration, grade level,

    content area, and subgroups included in your analysis.

    II. Analysis summary (be as specific and thorough as possible. It’s likely you’ll have 3 – 5 items for

    each element in this part of your summary)

    III. Problem identification: Key problems evident in the data (disparities/gaps among student

    groups or students. Address race/ethnicity, special needs, FaRMS, gender if disparities exist.

    List all problems knowing that you’re only going to select one for your school improvement plan.

    IV. Potential root causes – list all potential causes; categorize by school practices, teacher practices,

    student factors (it’s likely that you’ll have multiple root causes in each category).

    V. State the problem you plan to address. It’s likely that your problem will describe an

    opportunity gap between subgroups (i.e., African American students, FARMS, Hispanic, ELL

    students, special needs students, gender, etc.)

    VI. Evidence-based recommendations to address the problem. Recommendations should be related

    to your root causes. If the recommendation is implemented, there’s a good chance that the

    problem will be reduced or eliminated. You’ll want to list multiple recommendations so that

    you can prioritize and ultimately select those that will have the greatest impact on your

    problem.

    **## AssignmentInstructions.pdf**

    School Improvement Planning Project:
    Part A Data Analysis and Summary

    Assignment Instructions:

    NELP 1.2, 4.1, 4.2, 4.3, 4.4, 5.2, 5.3, PSEL 3g, 4c, 4e, 4g, 8b, 8c, 8d, 8e, 8h, 8i, 8j, 10a – j, PILS C2, C3, Cy6

    Overarching Question:
    How do the vision and the mission drive school improvement efforts?

    Overview:
    Candidates will complete the School Improvement Planning Project, in which they
    will collaboratively engage in data-driven decision-making and formulate a strategic
    action plan to improve student learning. Throughout this process, the candidate
    and team will focus on the connection and alignment between their strategic
    planning and the school’s vision and mission. The candidate will analyze student
    achievement data, determine root causes, set appropriate performance goals,
    identify evidence-based strategic actions to support those goals, and develop
    progress-monitoring strategies. In addition, they will demonstrate how, as a leader,
    they will communicate the plan, engage all stakeholders in the process, and set a
    course of action that will provide a learning environment that promotes academic
    achievement for all students. This assessment will be completed in two parts: one
    in module 2, the other in module 3. Part A: Data Analysis and Summary (Module 2)
    Using the Protocol for Examining Data.NSF.docx (attached).

    Candidates will write a data analysis summary based on state assessment data and
    one local data source for a cohort group of students at their school. Data should be
    limited to one content area (e.g., mathematics, reading, science). Candidates will
    access, organize, and represent the data to facilitate their analysis. The summary
    should follow all 5 steps outlined in the protocol. In addition to the data summary,
    candidates will submit a 2-page annotated resource listing at least 3 potential
    evidence-based instructional strategies or initiatives that, if applied, will begin to
    address their problem. If your problem statement focuses on underserved student
    population(s), make sure your evidence-based strategies are specific to their
    needs. The group activity assigned to this module may provide potential resources.
    Use the Data Analysis and Student Learning Goal Summary Template to capture
    a detailed summary of your analysis. The annotated evidence-based resource list
    will be submitted as a separate Word document.

    **## ProtocoforExaminingData.NSF.pdf**

    Protocol for Examining Data
    Developed from National School Reform Faculty Materials

    Purpose: This protocol is for use in guiding a group through analysis of data to identify strengths and opportunities for
    improvement.

    Getting Started – Overview of Data (3 minutes)

    The facilitator reminds the group of the norms, assigns roles (recorder, time keeper) and explains protocol. The
    facilitator gives a brief description of the particular data to be discussed and answers clarifying questions as necessary.

    Step 1: What parts of this data catch your attention?

    (8 minutes: 2 minutes silently writing individual observations, 6 minutes discussing as a group) The facilitator reminds
    the group that this phase is to just state what they see without reaching conclusions or making recommendations.

    After three minutes of looking through the data, the facilitator has the group share their observations by going around
    the group. Just the facts.

    Step 2: What do the data tell us? What do the data NOT tell us? (10 minutes: 3 minutes silently making notes, 7
    minutes discussing as a group)

    The facilitator tells the group that this step is to look beyond the obvious for relationships, cause/effect and to make
    inferences related to student learning.

    After three minutes of making notes, the facilitator has the group share their ideas by going around the group. The
    facilitator encourages team members to support their statements with evidence from the data.

    Step 3: What good news is there to celebrate? (5 minutes to identify strengths)

    The facilitator tells the group to look for indications of success in the data. The facilitator asks for the “good news” by
    going around the group.

    Step 4: What are the problems of practice suggested by the data? (10 minutes: 3 minutes silently writing individual
    ideas for practice, 7 minutes for group discussion)

    The facilitator tells that group that this step is designed to help the group identify connections between what is missing,
    what needs to change and what is working.

    After three minutes of making notes, the facilitator leads the group in the discussion of that this data implies for their
    classroom practice. Are the problems of practice the same for all teachers? The facilitator helps the group narrow the
    focus of the problems of practice.

    Step 5: What are our key conclusions? What recommendations does the team have for addressing the problems of
    practice? This is the action phase of the data analysis. The facilitator asks teachers to suggest ways that the problems of
    practice can be addressed. The group will design an action plan for next steps that might outline changes in instructional
    practice, analysis of materials used or require a deeper understanding of the learning targets and standards. The
    recorder will record this action for next steps in the minutes.

    **HandbookofSchoolImprovementEbook.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/handbookofschoolimprovementebook-pdf-10522511)

    **## GradingRubric.pdf**

    Assessment 2 Part A: School Improvement Planning Project

    Standard / Component
    Level 1:

    Approaching Standard
    0-31 points

    Level 2:
    Meets Standard

    32-35 points

    Level 3:
    Exceeds Standard

    36-40 points
    Lead improvement processes
    that include data use, design,
    implementation, and
    evaluation.
    NELP 1.2

    Data summary provides a
    limited analysis based on
    performance data and
    includes some strengths,
    weaknesses, potential root
    causes, and improvement
    recommendations. Annotated
    evidence-based strategies are
    weakly inked to the identified
    problem. The summary
    provides evidence of one or
    less of the following:

    1.2a knowledge of the school
    improvement process.

    1.2b knowledge of formal
    evidence-informed
    improvement.

    1.2c knowledge of data
    collection, analysis, and use.

    Data summary provides an
    analysis based on required
    performance data and
    includes strengths,
    weaknesses, potential root
    causes, and improvement
    recommendations. Annotated
    resource list provides required
    evidence-based strategies
    linked to identified weakness
    or problem. The summary
    provides evidence of at least
    two of the following:

    1.2a knowledge on school
    improvement.

    1.2b knowledge of formal
    evidence-informed
    improvement.

    1.2c knowledge of data
    collection, analysis, and use.

    Data summary provides a
    detailed analysis based on
    required performance data
    and includes a very thorough
    analysis of strengths,
    weaknesses, potential root
    causes, and improvement
    recommendations. Annotated
    resource list provides required
    evidence-based strategies
    linked to identified weakness
    or problem. The summary
    provides significant evidence
    of the candidate’s working:

    1.2a knowledge on school
    improvement.

    1.2b knowledge of formal
    evidence-informed
    improvement.

    1.2c knowledge of data
    collection, analysis, and use.

    **## Assignment2.template.pdf**

    Module 2 Assignment Organizer

    Data Analysis and Student Learning Goal Summary

    I. Describe the data sets used for this analysis. Include dates of administration, grade level,

    content area, and subgroups included in your analysis.

    II. Analysis summary (be as specific and thorough as possible. It’s likely you’ll have 3 – 5 items for

    each element in this part of your summary)

    III. Problem identification: Key problems evident in the data (disparities/gaps among student

    groups or students. Address race/ethnicity, special needs, FaRMS, gender if disparities exist.

    List all problems knowing that you’re only going to select one for your school improvement plan.

    IV. Potential root causes – list all potential causes; categorize by school practices, teacher practices,

    student factors (it’s likely that you’ll have multiple root causes in each category).

    V. State the problem you plan to address. It’s likely that your problem will describe an

    opportunity gap between subgroups (i.e., African American students, FARMS, Hispanic, ELL

    students, special needs students, gender, etc.)

    VI. Evidence-based recommendations to address the problem. Recommendations should be related

    to your root causes. If the recommendation is implemented, there’s a good chance that the

    problem will be reduced or eliminated. You’ll want to list multiple recommendations so that

    you can prioritize and ultimately select those that will have the greatest impact on your

    problem.

    **## AssignmentInstructions.pdf**

    School Improvement Planning Project:
    Part A Data Analysis and Summary

    Assignment Instructions:

    NELP 1.2, 4.1, 4.2, 4.3, 4.4, 5.2, 5.3, PSEL 3g, 4c, 4e, 4g, 8b, 8c, 8d, 8e, 8h, 8i, 8j, 10a – j, PILS C2, C3, Cy6

    Overarching Question:
    How do the vision and the mission drive school improvement efforts?

    Overview:
    Candidates will complete the School Improvement Planning Project, in which they
    will collaboratively engage in data-driven decision-making and formulate a strategic
    action plan to improve student learning. Throughout this process, the candidate
    and team will focus on the connection and alignment between their strategic
    planning and the school’s vision and mission. The candidate will analyze student
    achievement data, determine root causes, set appropriate performance goals,
    identify evidence-based strategic actions to support those goals, and develop
    progress-monitoring strategies. In addition, they will demonstrate how, as a leader,
    they will communicate the plan, engage all stakeholders in the process, and set a
    course of action that will provide a learning environment that promotes academic
    achievement for all students. This assessment will be completed in two parts: one
    in module 2, the other in module 3. Part A: Data Analysis and Summary (Module 2)
    Using the Protocol for Examining Data.NSF.docx (attached).

    Candidates will write a data analysis summary based on state assessment data and
    one local data source for a cohort group of students at their school. Data should be
    limited to one content area (e.g., mathematics, reading, science). Candidates will
    access, organize, and represent the data to facilitate their analysis. The summary
    should follow all 5 steps outlined in the protocol. In addition to the data summary,
    candidates will submit a 2-page annotated resource listing at least 3 potential
    evidence-based instructional strategies or initiatives that, if applied, will begin to
    address their problem. If your problem statement focuses on underserved student
    population(s), make sure your evidence-based strategies are specific to their
    needs. The group activity assigned to this module may provide potential resources.
    Use the Data Analysis and Student Learning Goal Summary Template to capture
    a detailed summary of your analysis. The annotated evidence-based resource list
    will be submitted as a separate Word document.

    **## ProtocoforExaminingData.NSF.pdf**

    Protocol for Examining Data
    Developed from National School Reform Faculty Materials

    Purpose: This protocol is for use in guiding a group through analysis of data to identify strengths and opportunities for
    improvement.

    Getting Started – Overview of Data (3 minutes)

    The facilitator reminds the group of the norms, assigns roles (recorder, time keeper) and explains protocol. The
    facilitator gives a brief description of the particular data to be discussed and answers clarifying questions as necessary.

    Step 1: What parts of this data catch your attention?

    (8 minutes: 2 minutes silently writing individual observations, 6 minutes discussing as a group) The facilitator reminds
    the group that this phase is to just state what they see without reaching conclusions or making recommendations.

    After three minutes of looking through the data, the facilitator has the group share their observations by going around
    the group. Just the facts.

    Step 2: What do the data tell us? What do the data NOT tell us? (10 minutes: 3 minutes silently making notes, 7
    minutes discussing as a group)

    The facilitator tells the group that this step is to look beyond the obvious for relationships, cause/effect and to make
    inferences related to student learning.

    After three minutes of making notes, the facilitator has the group share their ideas by going around the group. The
    facilitator encourages team members to support their statements with evidence from the data.

    Step 3: What good news is there to celebrate? (5 minutes to identify strengths)

    The facilitator tells the group to look for indications of success in the data. The facilitator asks for the “good news” by
    going around the group.

    Step 4: What are the problems of practice suggested by the data? (10 minutes: 3 minutes silently writing individual
    ideas for practice, 7 minutes for group discussion)

    The facilitator tells that group that this step is designed to help the group identify connections between what is missing,
    what needs to change and what is working.

    After three minutes of making notes, the facilitator leads the group in the discussion of that this data implies for their
    classroom practice. Are the problems of practice the same for all teachers? The facilitator helps the group narrow the
    focus of the problems of practice.

    Step 5: What are our key conclusions? What recommendations does the team have for addressing the problems of
    practice? This is the action phase of the data analysis. The facilitator asks teachers to suggest ways that the problems of
    practice can be addressed. The group will design an action plan for next steps that might outline changes in instructional
    practice, analysis of materials used or require a deeper understanding of the learning targets and standards. The
    recorder will record this action for next steps in the minutes.

    **HandbookofSchoolImprovementEbook.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/handbookofschoolimprovementebook-pdf-10522511)

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **files (1)** – ## week3replies.docx **## week3replies.docx** 1 5 561 discussion replies 200 words each. 561 d1 Reply to becker Through the use of a variety of crisis intervention techniques, Officer Williams is able to take c…

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    561 discussion replies 200 words each.

    561 d1 Reply to becker

          Through the use of a variety of crisis intervention techniques, Officer Williams is able to take control of the incident, de-escalate it, and find a workable resolution that satisfies all involved (James, 2024). Upon arrival, he properly identified the behavior as that of someone in a mental health crisis and not with obvious criminal intent. Officer Williams was able to shift his approach to managing a crisis instead of investigating a crime. He spoke with Jason, the man experiencing the crisis, and opened a line of dialogue to let him know that he was there to help, not just to take him to jail. Officer Williams used open-ended questions that allowed Jason the ability to talk, instead of just answering yes or no questions. This time to talk allowed Jason to settle himself. Officer Williams maintained a safe but respectful distance from Jason for both of their safety. This showed Jason that Office Williams respected him and understood boundaries.

              By using these crisis intervention techniques, Officer Williams brought a peaceful resolution to an otherwise volatile situation. He was able to de-escalate the situation, gain Jason’s trust, disarm him, and assist him by getting him the needed medical and mental health services instead of arresting him. This benefits everyone involved: Jason, the Community, Officer Williams, and his agency (James, 2024). By utilizing these crisis intervention skills, Officer Williams provided service to a citizen that shines a positive light on the agency and their efforts. With his agency utilizing a crisis intervention team model, it shows the community that their law enforcement is there to serve them, not just enforce the set laws. By getting Jason to the needed services, he is not another person in jail that the agency and community now have to take care of.

              Had Officer Williams not had crisis intervention training and known how and when to deploy it, this incident would have ended much differently. He would have most likely responded with some type of use of force, be it lethal, less-than-lethal, or non-lethal. Of course, non-lethal, such as a conducted energy weapon like a Taser, or a less-than-lethal rubber bullet or ‘bean bag’ gun, or uses pepper-spray or chemical irritant. This would have forced Officer Williams to take much more drastic action and most likely take Jason into custody for a crime. Not only would this not help Jason, but it would take Officer Williams off the street for several hours, add another case to the court system, and shine a less-than-shining light upon the agency for having used force on someone suffering a mental illness episode.

              One additional strategy that an agency could use is the co-responder method. A co-responder is a mental health professional who responds with a law enforcement officer to a mental health incident call (Bille, 2023). The co-responder is able to assist the officer in several ways. They have a less threatening appearance that may help to begin de-escalation. Their training and skill set can help bring the immediate crisis to a close. Once the subject is calmed down, the co-responder can then help find appropriate services and may even have pre-arranged contacts that can provide service sooner (Marcus & Stergiopoulos, 2022).

    References

    Bille, E. (2023, September 5). Co-Response Models in Policing. LEB.FBI.org.
    [https://leb.fbi.gov/articles/featured-articles/co-response-models-in-policing](https://leb.fbi.gov/articles/featured-articles/co-response-models-in-policing)

    James, R. (2024). Crisis Intervention Strategies (9th ed.). Cengage Learning US.
    [https://ccis.vitalsource.com/books/9798214125787](https://ccis.vitalsource.com/books/9798214125787)

    Marcus, N., & Stergiopoulos, V. (2022). Re‐examining mental health crisis intervention: A rapid review comparing outcomes across police, co‐responder and non‐police        models. Health & Social Care in the Community, 30(5), 1665–1679.
    [https://doi-org.proxy.ccis.edu/10.1111/hsc.13731](https://doi-org.proxy.ccis.edu/10.1111/hsc.13731)

    561 d1 Reply to eric

    Officer Williams effectively applied Crisis Intervention Team (CIT) principles by prioritizing de-escalation, communication, and safety rather than enforcement to gain immediate control. Consistent with James (2024), Officer Williams recognized the signs of a person in a mental health crisis, agitation, disorientation, and incoherent speech, and with his training in (CIT) principles, he adjusted his speech and tone accordingly. Instead of escalating with verbal commands and using force, he maintained a calm presence, maintained a comfortable distance to ensure safety, used open-ended questions to gain rapport, and created a non-threatening environment. Using this approach allowed Officer Williams to assess Jason’s condition and identify that he suffered from schizophrenia and was off his medication as the contributing factors.

    There were a few contributing strategies that contributed to this scenario’s positive outcome. First, active listening and empathy helped reduce Jason’s anxiety and noncompliance. Second, maintaining distance minimized a perceived threat from Jason, which is important in crisis situations. Third, Office Williams used problem-solving communication, promoting compliance without the sense of coercion. Finally, connecting Jason to mental health and wellness professionals aligns with CIT goals and supports diversion from arrest to treatment (Compton et al., 2014).

    The principles of CIT benefit law enforcement and individuals in crisis. As officers encounter situations, their training helps them reduce the likelihood of escalation and the potential for use-of-force incidents, liability for the department, or injuries to individuals in need, and improve decision-making under extreme pressure. For individuals like Jason, it promotes safety, ensures dignity, and enables them to receive appropriate care, while addressing the issue without criminalization. Scenarios such as this provide evidence that CIT training improves outcomes in law enforcement and mental health-related encounters.

    Without these principled skills, situations could escalate quickly. When an officer’s primary mindset is enforcement, their judgment is focused on control and on making the arrest, potentially involving force or injury. This approach and the lack of communication and crisis recognition could have increased Jason’s fear, advancing his mental state and noncompliance.

    Some additional strategies could enhance mental health outcomes, such as co-responder models, pairing officers with certified clinicians, dispatch training and screening models, making officers aware of the situation before arrival, and active mobile crisis units. Continuous officer training focused on mental health and wellness, trauma, and de-escalation skills, also creating a partnership with community mental health providers, would strengthen positive responses to mental health calls.

    References

    Compton, M. T., Bahora, M., Watson, A. C., & Oliva, J. R. (2014). A comprehensive review of extant research on Crisis Intervention Team (CIT) programs. Journal of the American Academy of Psychiatry and the Law, 42(1), 47–55.

    James, R. (2024). Crisis intervention strategies (9th ed.). Cengage Learning.

    524 discussion replies 100 words each

    524 d1 reply shequita

    This week’s reading assignment Chapter 8, “Faulty Sex Offender Policies,” illustrated the author’s positions, projecting the implementation of broken policies in the realms of sex offender registration, community notification, and civil commitment laws. One agrees with the positions of the authors in the realm of public safety. Persons registered as “sex offender” are often met with great hostility which may in turn make them become social outcasts. Their living is not only faced with harassment and constant surveillance with GPS monitoring, but discrimination in all areas of survival such as housing and employment. The state of Florida's required law for all sex offenders and/or predators to obtain a driver’s license with said offenses to include the state of Alabama’s requirement of a “sex offender” to have a special classification bestowed upon their license, will draw more negative attention than good. A sex offender’s identification is used for more than just a direct identifier for law enforcement purposes.

    A “sex offender” having to produce their identification for all applicable needs is giving the public access to one’s photo, address, and stated criminal actions. The same aspects apply to community notification as a labeled sex offender’s personal information is broadcasted to neighborhoods, employers, and/or strangers. One also agrees the civil commitment of sexually violent predators is a broken policy as it was not tested before being implemented, deeming it ineffective as person is labeled dangerous and mentally ill without a testable means to claim the dangerous accusations true. This in turn placed perfectly sane and non-dangerous persons in unjust solitary with no due process.

    One disagrees with the positions of the authors in the realm of media and public fear. Yes, media has its influences and risks of perceptions and crises may cause the public stress or anxiety, however, without the broadcasts of “sex offenders,” predators, or criminals given by the media throughout neighborhoods and communities incidents that have happened could have been  avoided or could have at least made the public become alert, which could have heighten public safety as a whole. This includes restrictions and measures of non-livable areas for “sex offenders” as some do not register and are living in restricted areas unknowing to the community and law enforcement agencies causing more harm than good.

    In one’s state of Georgia, community notification on registered offenders “is available to the public via the Georgia sex offender registry. It is maintained by the Georgia Bureau of Investigation (GBI), often with public alerts regarding high-risk individuals. In the realm of Civil Commitment, the Sexual Offender Registration Review Board (SORRB) classifies offenders by level. This is based on risk factors with “sexually dangerous predators” receiving the highest observation. Supervision realms consist of no contact with victims, monitoring all online activities, and prohibition of alcohol and drug use” (GBI, 2016). One believes that public awareness is effective as photos and addresses are updated consistently, to include alerts with each new registry; keeping the community informed and reducing recidivism. One believes improvement is needed in the 72-hour registration period as all “sex offenders” so not comply or must be sought out by local law enforcement. One thinks “sex offenders” should not have the option of timing they should be registered and in all state systems after being justly convicted.

    Regarding the authors discussed challenges in states creating a timely sex offender registry which is “Section 2250 of the Title 18, United States Code, makes it a federal offense for sex offenders required to register pursuant to the Sex Offender Registration and Notification Act (SORNA), to knowing fail to register or update a registration as required. State convicted sex offenders may also be prosecuted under this statute if the sex offender knowingly fails to register or update a registration as required, and engages in interstate travel, foreign travel, or enters leaves, or resides on an Indian reservation. A sex offender who fails to properly register may face fines and up to 10 years in prison” (DOJ, 2023). If the states do not comply with this stature they forfeit 10% funding to the Omnibus Crime Control and Safe Streets Act of 1968 which is “the “Wiretap Act” prohibiting the unauthorized, non consensual interception communications of “wire, oral, or electric communications” by government agencies as well private parties” (BJA, 2026).

    One agrees with the fact of funding as a punisher of noncompliance, but not to the “Wiretap Act.” If the state does not comply to promptly implement a “sex offender” registry the funding could be used to implement more programs needed for rehabilitation or for families that have been victimized by a “sex offender” by providing the funding for help with traumas, but “Wiretap Act” not the biggest concern when involving the public and victims as “sex offender” is a major factor of a state’s public safety.

                                                              References

    Bureau of Justice Assistance (2026) Title of the Omnibus Crime Control and Safe Streets Act of 1968 (Wiretap Act). Office of Justice Programs.
    [https://bja.ojp.gov](https://bja.ojp.gov/)

    Georgia Bureau of Investigation (2016) 42-1-15 State Sexual Offender Registry. Georgia.
    [https://gbi.georgia.gov](https://gbi.georgia.gov/)

    U.S. Department of Justice (2023) Citizen’s Guide to U.S. Federal Law on Sex Offender Registration. 18 U.S.C. 2250-Failure to Register. Criminal Division.
    [https://justice.gov](https://justice.gov/)

    524 d1 reply laycee

    The author’s point of view for the current sex offender laws is something I can agree with. The current sex offender laws are based on a “one size fits all” concept. There isn’t any uniqueness to majority of the sex offender laws because there is research that shows recidivism levels being lower. If we are going to be honest, most sexual offenses are not reported by the victim for multiple reasons. If the victim is a child, there is a higher chance that they may not remember their assailant. Calkins (2014) discussed how the effectiveness of current sex offender legislation are questioned on the basis consistently due to seeing if rules and regulations can reduce sex crimes. Another reason could be the victim would feel like somebody would believe their story. With low reporting rates and higher recidivism rates, this could lead the community to agree their family would always be protected. This would provide a false sense of hope, protection, and safety.

    Within the state of Missouri, individuals who have been convicted of the following sexual offenses are required to register within the county they will reside in: rape, child molestation, and sexual exploitation of a minor. Sex offenders are required to register within three days after being released from custody. Depending on the tier will determine how the offender will have to register. Offenders would be required to verify their information every 90 days, depending on what type of tier they would be considered for the state of Missouri.

    Missouri requires all sexually violent predators to be committed to a facility to complete treatment. With this law in place, the main purpose of it is to grant a sentence without the possibility of release. For this to be reconsidered, the state of Missouri would have to prove that through confinement and treatment, the law is considered as non-punishable.

    With the assistance of federal conditioned funding towards all states that are required to pass sex offender registries, there could be an accountability perspective. Each state that would receive this funding would have to make sure all data received from the sex offender registry are up to date and accessible for all personnel. The only downfall would be the possibility of states losing the funding if they don’t remain compliant with the rules and regulations for receiving this funding. Winter (2017) discussed how public safety is the primary motivation for new legislative initiative regarding sex offenders.

    Calkins, C., Jeglic, E., Beattey, R. A., Jr., Zeidman, S., & Perillo, A. D. (2014). Sexual violence legislation: A review of case law and empirical research. Psychology, Public Policy, and Law, 20(4), 443–462.
    [https://doi-org.proxy.ccis.edu/10.1037/law0000027](https://doi-org.proxy.ccis.edu/10.1037/law0000027)

    Peter N. Borden * (Winter, 2017). COMMENT/NOTE: The Peering Predator: Drone Technology Leaves Children Unprotected from Registered Sex Offenders. Campbell Law Review, 39, 167.
    [https://advance-lexis-com.proxy.ccis.edu/api/document?collection=analytical-materials&id=urn%3acontentItem%3a5N29-P1J0-00CV-K239-00000-00&context=1519360&identityprofileid=ZS3JZ251851](https://advance-lexis-com.proxy.ccis.edu/api/document?collection=analytical-materials&id=urn%3acontentItem%3a5N29-P1J0-00CV-K239-00000-00&context=1519360&identityprofileid=ZS3JZ251851).

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    524 d2 reply doug

    After looking through the various links I was actually surprised by how much money these special interest groups spend to grease the wheels of their objectives.  I was especially surprised to see how much my very own Ted Cruz hauls in!  I mean what do they do with all that cash?  Just kidding, I have a pretty good idea where it goes.   I also looked at the communist party out of pure morbid curiosity.  I found most of the things they advocate for will actually get them killed in a real communist country, so I’m not sure if I should take them seriously or not.  However someone is buying it because they are raising some serious cash too.

    But without looking, can anyone guess which group I’d like to talk about?  You guessed it, the NRA.  In my lifetime I don’t think any organization has done more to guide policy in Austin and our nation's capitol.  I’m not talking about the amount of money they have raised, but the consequential effects they have had on the protections of the Second Amendment.  In an online article, The Trace, “The NRA has for decades invested in harsh sentencing rhetoric,” The article goes on to relate, Adam Winkler, a UCLA law professor and an expert on gun rights says, “The GOP shift on criminal justice is a recent phenomenon. It may be that the NRA hasn’t accurately gauged its depth or breadth.”

    This tracks as I have in the past observed close ties between the Republican far right and the gun advocate group. Sure they are all about legitimate gun ownership and firearms safety, but they also create a certain sphere of influence when talking about ideals such as, “Stand Your Ground” Laws. They have sought to influence and sternly advocate for the continued policies of mandatory maximum sentencing for gun related crimes as well.  According to an online article published by the NRA in 2026, They state, “By pushing for stricter enforcement and harsher penalties for the misuse of firearms, the NRA has sought to address public safety concerns while protecting the rights of law-abiding gun owners”.

    In conclusion the question as to whether or not they have enhanced or hindered the creation of, “Effective, responsive criminal justice programs.” That might largely lie in one’s own perspective.  If you’re content with the status quo, I would consider them mildly effective.  If you want to see change to the way we maintain laws relating to gun violence, and seek to create a policy shift, you might consider them a hindrance.  If forced off the fence on the subject I would have to say that what they are advocating is not progressive, or positive change in the way of sentencing, but rather continuing to support the extreme penalties for crimes involving guns.

    ~Doug

    Yablon, A. (2016). The Trace: The NRA is Talking Tough on Crime Again, By Partisan Prison Sentencing Reform Be Damned.
    [https://docs.google.com/document/d/1_3zvCb_66npo65BJ1NLuszcLrVVNYtPgE3cRwdu4DYE/edit?tab=t.0](https://docs.google.com/document/d/1_3zvCb_66npo65BJ1NLuszcLrVVNYtPgE3cRwdu4DYE/edit?tab=t.0).

    Online Article. (2026). NRA: NRA Statement on Gun Control Package.
    [https://home.nra.org/statements/nra-statement-on-gun-control-package/#:~:text=We%20are%20deeply%20disappointed%20in,the%20NRA%20strongly%20opposed%20it](https://home.nra.org/statements/nra-statement-on-gun-control-package/).

    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).

    524 d2 reply fredrick

    What role does this special interest group play in Congressional criminal justice policy making

    The role of interest groups determine policy in all three levels whether its local or state level. The policy states, "these groups also employ legislative advocates also known as lobbyists who draft and push legislation while maintaining close relationships with lawmakers and government officials" (Shelden, 2011).  Randall also stated, "the membership consist of private corporation executives, criminal justice officials and more than one third of state lawmakers in the country most of whom are republicans or conservative democrats"(Randall, 2011). Special interest groups effect policy by drafting the legislation in Criminal justice policy. On the vote smart page you can see on the different collaborations that they have. This is to help influence policy when that time arises.

    How has the group sought to influence policy making at the legislative level? Earlier Randall brought up lobbyist and what they do exactly is draft bills by mainlining close relationships with lawmakers and government officials. They increase their pull by gaining entry into multiple organizations that has the same common goals.

    Has the existence of this group and the role it plays created an enhancement or a hindrance to the creation of effective, responsive criminal justice programs? Randall brought up an example of one of the programs which is public safety and elections. He stated, " this group is dedicated to developing model policies that reduce crime and violence in our cities and neighborhoods while focusing on developing policies to ensure integrity and efficiency in our elections and within our system government" (Randall, 2011). In my opinion I think it could be an effective way to influence policy. However, this could be a hindrance if you get people in key positions, but they have bad intentions. If they get this expert options but don't deliver the message this could hurt how special interest groups are received.

    Cited Material

    Shelden, R. (2011, January 10). Research Brief. Center on Juvenile AND Criminal Justice. Retrieved March 25, 2026, from
    [https://www.google.com/search?q=What+role+does+this+special+interest+group+play+in+Congressional+criminal+justice+policy+making&sca_esv=b398b8538d712a04&source=hp&ei=ggvEaeeGEMz-ptQPy_u84AU&iflsig=AFdpzrgAAAAAacQZkr-NmUNCp1VyWDglSBxX5LpJt4Fh&ved=0ahUKEwjnz_HEuruTAxVMv4kEHcs9D1wQ4dUDCBY&uact=5&oq=What+role+does+this+special+interest+group+play+in+Congressional+criminal+justice+policy+making&gs_lp=Egdnd3Mtd2l6Il9XaGF0IHJvbGUgZG9lcyB0aGlzIHNwZWNpYWwgaW50ZXJlc3QgZ3JvdXAgcGxheSBpbiBDb25ncmVzc2lvbmFsIGNyaW1pbmFsIGp1c3RpY2UgcG9saWN5IG1ha2luZzILEAAYgAQYkQIYigUyCxAAGIAEGJECGIoFMgsQABiABBixAxiDATIIEAAYgAQYsQMyCxAAGIAEGLEDGIMBMggQABiABBixAzIIEAAYgAQYsQMyCBAAGIAEGLEDMggQABiABBixAzIFEAAYgARI0_ACUJWNAVjT5gJwBHgAkAEAmAF2oAH2A6oBAzMuMrgBA8gBAPgBAfgBApgCCaAC2wSoAgrCAhMQABiABBhDGLQCGOcGGIoFGOoCwgIKEAAYAxjqAhiPAcICEBAAGIAEGLEDGEMYgwEYigXCAhMQLhiABBixAxjRAxhDGMcBGIoFwgIOEC4YgAQYsQMY0QMYxwHCAgsQLhiABBixAxiDAcICFhAuGIAEGLEDGNEDGEMYgwEYxwEYigXCAgoQABiABBhDGIoFwgIOEAAYgAQYsQMYgwEYigXCAhEQLhiABBixAxjHARiOBRivAZgDEPEFm9TUpqCuBySSBwM2LjOgB_EssgcDMi4zuAerBMIHBTItNC41yAdXgAgA&sclient=gws-wiz](https://www.google.com/search?q=What+role+does+this+special+interest+group+play+in+Congressional+criminal+justice+policy+making&sca_esv=b398b8538d712a04&source=hp&ei=ggvEaeeGEMz-ptQPy_u84AU&iflsig=AFdpzrgAAAAAacQZkr-NmUNCp1VyWDglSBxX5LpJt4Fh&ved=0ahUKEwjnz_HEuruTAxVMv4kEHcs9D1wQ4dUDCBY&uact=5&oq=What+role+does+this+special+interest+group+play+in+Congressional+criminal+justice+policy+making&gs_lp=Egdnd3Mtd2l6Il9XaGF0IHJvbGUgZG9lcyB0aGlzIHNwZWNpYWwgaW50ZXJlc3QgZ3JvdXAgcGxheSBpbiBDb25ncmVzc2lvbmFsIGNyaW1pbmFsIGp1c3RpY2UgcG9saWN5IG1ha2luZzILEAAYgAQYkQIYigUyCxAAGIAEGJECGIoFMgsQABiABBixAxiDATIIEAAYgAQYsQMyCxAAGIAEGLEDGIMBMggQABiABBixAzIIEAAYgAQYsQMyCBAAGIAEGLEDMggQABiABBixAzIFEAAYgARI0_ACUJWNAVjT5gJwBHgAkAEAmAF2oAH2A6oBAzMuMrgBA8gBAPgBAfgBApgCCaAC2wSoAgrCAhMQABiABBhDGLQCGOcGGIoFGOoCwgIKEAAYAxjqAhiPAcICEBAAGIAEGLEDGEMYgwEYigXCAhMQLhiABBixAxjRAxhDGMcBGIoFwgIOEC4YgAQYsQMY0QMYxwHCAgsQLhiABBixAxiDAcICFhAuGIAEGLEDGNEDGEMYgwEYxwEYigXCAgoQABiABBhDGIoFwgIOEAAYgAQYsQMYgwEYigXCAhEQLhiABBixAxjHARiOBRivAZgDEPEFm9TUpqCuBySSBwM2LjOgB_EssgcDMi4zuAerBMIHBTItNC41yAdXgAgA&sclient=gws-wiz)

    **## week3replies.docx**

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    561 discussion replies 200 words each.

    561 d1 Reply to becker

          Through the use of a variety of crisis intervention techniques, Officer Williams is able to take control of the incident, de-escalate it, and find a workable resolution that satisfies all involved (James, 2024). Upon arrival, he properly identified the behavior as that of someone in a mental health crisis and not with obvious criminal intent. Officer Williams was able to shift his approach to managing a crisis instead of investigating a crime. He spoke with Jason, the man experiencing the crisis, and opened a line of dialogue to let him know that he was there to help, not just to take him to jail. Officer Williams used open-ended questions that allowed Jason the ability to talk, instead of just answering yes or no questions. This time to talk allowed Jason to settle himself. Officer Williams maintained a safe but respectful distance from Jason for both of their safety. This showed Jason that Office Williams respected him and understood boundaries.

              By using these crisis intervention techniques, Officer Williams brought a peaceful resolution to an otherwise volatile situation. He was able to de-escalate the situation, gain Jason’s trust, disarm him, and assist him by getting him the needed medical and mental health services instead of arresting him. This benefits everyone involved: Jason, the Community, Officer Williams, and his agency (James, 2024). By utilizing these crisis intervention skills, Officer Williams provided service to a citizen that shines a positive light on the agency and their efforts. With his agency utilizing a crisis intervention team model, it shows the community that their law enforcement is there to serve them, not just enforce the set laws. By getting Jason to the needed services, he is not another person in jail that the agency and community now have to take care of.

              Had Officer Williams not had crisis intervention training and known how and when to deploy it, this incident would have ended much differently. He would have most likely responded with some type of use of force, be it lethal, less-than-lethal, or non-lethal. Of course, non-lethal, such as a conducted energy weapon like a Taser, or a less-than-lethal rubber bullet or ‘bean bag’ gun, or uses pepper-spray or chemical irritant. This would have forced Officer Williams to take much more drastic action and most likely take Jason into custody for a crime. Not only would this not help Jason, but it would take Officer Williams off the street for several hours, add another case to the court system, and shine a less-than-shining light upon the agency for having used force on someone suffering a mental illness episode.

              One additional strategy that an agency could use is the co-responder method. A co-responder is a mental health professional who responds with a law enforcement officer to a mental health incident call (Bille, 2023). The co-responder is able to assist the officer in several ways. They have a less threatening appearance that may help to begin de-escalation. Their training and skill set can help bring the immediate crisis to a close. Once the subject is calmed down, the co-responder can then help find appropriate services and may even have pre-arranged contacts that can provide service sooner (Marcus & Stergiopoulos, 2022).

    References

    Bille, E. (2023, September 5). Co-Response Models in Policing. LEB.FBI.org.
    [https://leb.fbi.gov/articles/featured-articles/co-response-models-in-policing](https://leb.fbi.gov/articles/featured-articles/co-response-models-in-policing)

    James, R. (2024). Crisis Intervention Strategies (9th ed.). Cengage Learning US.
    [https://ccis.vitalsource.com/books/9798214125787](https://ccis.vitalsource.com/books/9798214125787)

    Marcus, N., & Stergiopoulos, V. (2022). Re‐examining mental health crisis intervention: A rapid review comparing outcomes across police, co‐responder and non‐police        models. Health & Social Care in the Community, 30(5), 1665–1679.
    [https://doi-org.proxy.ccis.edu/10.1111/hsc.13731](https://doi-org.proxy.ccis.edu/10.1111/hsc.13731)

    561 d1 Reply to eric

    Officer Williams effectively applied Crisis Intervention Team (CIT) principles by prioritizing de-escalation, communication, and safety rather than enforcement to gain immediate control. Consistent with James (2024), Officer Williams recognized the signs of a person in a mental health crisis, agitation, disorientation, and incoherent speech, and with his training in (CIT) principles, he adjusted his speech and tone accordingly. Instead of escalating with verbal commands and using force, he maintained a calm presence, maintained a comfortable distance to ensure safety, used open-ended questions to gain rapport, and created a non-threatening environment. Using this approach allowed Officer Williams to assess Jason’s condition and identify that he suffered from schizophrenia and was off his medication as the contributing factors.

    There were a few contributing strategies that contributed to this scenario’s positive outcome. First, active listening and empathy helped reduce Jason’s anxiety and noncompliance. Second, maintaining distance minimized a perceived threat from Jason, which is important in crisis situations. Third, Office Williams used problem-solving communication, promoting compliance without the sense of coercion. Finally, connecting Jason to mental health and wellness professionals aligns with CIT goals and supports diversion from arrest to treatment (Compton et al., 2014).

    The principles of CIT benefit law enforcement and individuals in crisis. As officers encounter situations, their training helps them reduce the likelihood of escalation and the potential for use-of-force incidents, liability for the department, or injuries to individuals in need, and improve decision-making under extreme pressure. For individuals like Jason, it promotes safety, ensures dignity, and enables them to receive appropriate care, while addressing the issue without criminalization. Scenarios such as this provide evidence that CIT training improves outcomes in law enforcement and mental health-related encounters.

    Without these principled skills, situations could escalate quickly. When an officer’s primary mindset is enforcement, their judgment is focused on control and on making the arrest, potentially involving force or injury. This approach and the lack of communication and crisis recognition could have increased Jason’s fear, advancing his mental state and noncompliance.

    Some additional strategies could enhance mental health outcomes, such as co-responder models, pairing officers with certified clinicians, dispatch training and screening models, making officers aware of the situation before arrival, and active mobile crisis units. Continuous officer training focused on mental health and wellness, trauma, and de-escalation skills, also creating a partnership with community mental health providers, would strengthen positive responses to mental health calls.

    References

    Compton, M. T., Bahora, M., Watson, A. C., & Oliva, J. R. (2014). A comprehensive review of extant research on Crisis Intervention Team (CIT) programs. Journal of the American Academy of Psychiatry and the Law, 42(1), 47–55.

    James, R. (2024). Crisis intervention strategies (9th ed.). Cengage Learning.

    524 discussion replies 100 words each

    524 d1 reply shequita

    This week’s reading assignment Chapter 8, “Faulty Sex Offender Policies,” illustrated the author’s positions, projecting the implementation of broken policies in the realms of sex offender registration, community notification, and civil commitment laws. One agrees with the positions of the authors in the realm of public safety. Persons registered as “sex offender” are often met with great hostility which may in turn make them become social outcasts. Their living is not only faced with harassment and constant surveillance with GPS monitoring, but discrimination in all areas of survival such as housing and employment. The state of Florida's required law for all sex offenders and/or predators to obtain a driver’s license with said offenses to include the state of Alabama’s requirement of a “sex offender” to have a special classification bestowed upon their license, will draw more negative attention than good. A sex offender’s identification is used for more than just a direct identifier for law enforcement purposes.

    A “sex offender” having to produce their identification for all applicable needs is giving the public access to one’s photo, address, and stated criminal actions. The same aspects apply to community notification as a labeled sex offender’s personal information is broadcasted to neighborhoods, employers, and/or strangers. One also agrees the civil commitment of sexually violent predators is a broken policy as it was not tested before being implemented, deeming it ineffective as person is labeled dangerous and mentally ill without a testable means to claim the dangerous accusations true. This in turn placed perfectly sane and non-dangerous persons in unjust solitary with no due process.

    One disagrees with the positions of the authors in the realm of media and public fear. Yes, media has its influences and risks of perceptions and crises may cause the public stress or anxiety, however, without the broadcasts of “sex offenders,” predators, or criminals given by the media throughout neighborhoods and communities incidents that have happened could have been  avoided or could have at least made the public become alert, which could have heighten public safety as a whole. This includes restrictions and measures of non-livable areas for “sex offenders” as some do not register and are living in restricted areas unknowing to the community and law enforcement agencies causing more harm than good.

    In one’s state of Georgia, community notification on registered offenders “is available to the public via the Georgia sex offender registry. It is maintained by the Georgia Bureau of Investigation (GBI), often with public alerts regarding high-risk individuals. In the realm of Civil Commitment, the Sexual Offender Registration Review Board (SORRB) classifies offenders by level. This is based on risk factors with “sexually dangerous predators” receiving the highest observation. Supervision realms consist of no contact with victims, monitoring all online activities, and prohibition of alcohol and drug use” (GBI, 2016). One believes that public awareness is effective as photos and addresses are updated consistently, to include alerts with each new registry; keeping the community informed and reducing recidivism. One believes improvement is needed in the 72-hour registration period as all “sex offenders” so not comply or must be sought out by local law enforcement. One thinks “sex offenders” should not have the option of timing they should be registered and in all state systems after being justly convicted.

    Regarding the authors discussed challenges in states creating a timely sex offender registry which is “Section 2250 of the Title 18, United States Code, makes it a federal offense for sex offenders required to register pursuant to the Sex Offender Registration and Notification Act (SORNA), to knowing fail to register or update a registration as required. State convicted sex offenders may also be prosecuted under this statute if the sex offender knowingly fails to register or update a registration as required, and engages in interstate travel, foreign travel, or enters leaves, or resides on an Indian reservation. A sex offender who fails to properly register may face fines and up to 10 years in prison” (DOJ, 2023). If the states do not comply with this stature they forfeit 10% funding to the Omnibus Crime Control and Safe Streets Act of 1968 which is “the “Wiretap Act” prohibiting the unauthorized, non consensual interception communications of “wire, oral, or electric communications” by government agencies as well private parties” (BJA, 2026).

    One agrees with the fact of funding as a punisher of noncompliance, but not to the “Wiretap Act.” If the state does not comply to promptly implement a “sex offender” registry the funding could be used to implement more programs needed for rehabilitation or for families that have been victimized by a “sex offender” by providing the funding for help with traumas, but “Wiretap Act” not the biggest concern when involving the public and victims as “sex offender” is a major factor of a state’s public safety.

                                                              References

    Bureau of Justice Assistance (2026) Title of the Omnibus Crime Control and Safe Streets Act of 1968 (Wiretap Act). Office of Justice Programs.
    [https://bja.ojp.gov](https://bja.ojp.gov/)

    Georgia Bureau of Investigation (2016) 42-1-15 State Sexual Offender Registry. Georgia.
    [https://gbi.georgia.gov](https://gbi.georgia.gov/)

    U.S. Department of Justice (2023) Citizen’s Guide to U.S. Federal Law on Sex Offender Registration. 18 U.S.C. 2250-Failure to Register. Criminal Division.
    [https://justice.gov](https://justice.gov/)

    524 d1 reply laycee

    The author’s point of view for the current sex offender laws is something I can agree with. The current sex offender laws are based on a “one size fits all” concept. There isn’t any uniqueness to majority of the sex offender laws because there is research that shows recidivism levels being lower. If we are going to be honest, most sexual offenses are not reported by the victim for multiple reasons. If the victim is a child, there is a higher chance that they may not remember their assailant. Calkins (2014) discussed how the effectiveness of current sex offender legislation are questioned on the basis consistently due to seeing if rules and regulations can reduce sex crimes. Another reason could be the victim would feel like somebody would believe their story. With low reporting rates and higher recidivism rates, this could lead the community to agree their family would always be protected. This would provide a false sense of hope, protection, and safety.

    Within the state of Missouri, individuals who have been convicted of the following sexual offenses are required to register within the county they will reside in: rape, child molestation, and sexual exploitation of a minor. Sex offenders are required to register within three days after being released from custody. Depending on the tier will determine how the offender will have to register. Offenders would be required to verify their information every 90 days, depending on what type of tier they would be considered for the state of Missouri.

    Missouri requires all sexually violent predators to be committed to a facility to complete treatment. With this law in place, the main purpose of it is to grant a sentence without the possibility of release. For this to be reconsidered, the state of Missouri would have to prove that through confinement and treatment, the law is considered as non-punishable.

    With the assistance of federal conditioned funding towards all states that are required to pass sex offender registries, there could be an accountability perspective. Each state that would receive this funding would have to make sure all data received from the sex offender registry are up to date and accessible for all personnel. The only downfall would be the possibility of states losing the funding if they don’t remain compliant with the rules and regulations for receiving this funding. Winter (2017) discussed how public safety is the primary motivation for new legislative initiative regarding sex offenders.

    Calkins, C., Jeglic, E., Beattey, R. A., Jr., Zeidman, S., & Perillo, A. D. (2014). Sexual violence legislation: A review of case law and empirical research. Psychology, Public Policy, and Law, 20(4), 443–462.
    [https://doi-org.proxy.ccis.edu/10.1037/law0000027](https://doi-org.proxy.ccis.edu/10.1037/law0000027)

    Peter N. Borden * (Winter, 2017). COMMENT/NOTE: The Peering Predator: Drone Technology Leaves Children Unprotected from Registered Sex Offenders. Campbell Law Review, 39, 167.
    [https://advance-lexis-com.proxy.ccis.edu/api/document?collection=analytical-materials&id=urn%3acontentItem%3a5N29-P1J0-00CV-K239-00000-00&context=1519360&identityprofileid=ZS3JZ251851](https://advance-lexis-com.proxy.ccis.edu/api/document?collection=analytical-materials&id=urn%3acontentItem%3a5N29-P1J0-00CV-K239-00000-00&context=1519360&identityprofileid=ZS3JZ251851).

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    524 d2 reply doug

    After looking through the various links I was actually surprised by how much money these special interest groups spend to grease the wheels of their objectives.  I was especially surprised to see how much my very own Ted Cruz hauls in!  I mean what do they do with all that cash?  Just kidding, I have a pretty good idea where it goes.   I also looked at the communist party out of pure morbid curiosity.  I found most of the things they advocate for will actually get them killed in a real communist country, so I’m not sure if I should take them seriously or not.  However someone is buying it because they are raising some serious cash too.

    But without looking, can anyone guess which group I’d like to talk about?  You guessed it, the NRA.  In my lifetime I don’t think any organization has done more to guide policy in Austin and our nation's capitol.  I’m not talking about the amount of money they have raised, but the consequential effects they have had on the protections of the Second Amendment.  In an online article, The Trace, “The NRA has for decades invested in harsh sentencing rhetoric,” The article goes on to relate, Adam Winkler, a UCLA law professor and an expert on gun rights says, “The GOP shift on criminal justice is a recent phenomenon. It may be that the NRA hasn’t accurately gauged its depth or breadth.”

    This tracks as I have in the past observed close ties between the Republican far right and the gun advocate group. Sure they are all about legitimate gun ownership and firearms safety, but they also create a certain sphere of influence when talking about ideals such as, “Stand Your Ground” Laws. They have sought to influence and sternly advocate for the continued policies of mandatory maximum sentencing for gun related crimes as well.  According to an online article published by the NRA in 2026, They state, “By pushing for stricter enforcement and harsher penalties for the misuse of firearms, the NRA has sought to address public safety concerns while protecting the rights of law-abiding gun owners”.

    In conclusion the question as to whether or not they have enhanced or hindered the creation of, “Effective, responsive criminal justice programs.” That might largely lie in one’s own perspective.  If you’re content with the status quo, I would consider them mildly effective.  If you want to see change to the way we maintain laws relating to gun violence, and seek to create a policy shift, you might consider them a hindrance.  If forced off the fence on the subject I would have to say that what they are advocating is not progressive, or positive change in the way of sentencing, but rather continuing to support the extreme penalties for crimes involving guns.

    ~Doug

    Yablon, A. (2016). The Trace: The NRA is Talking Tough on Crime Again, By Partisan Prison Sentencing Reform Be Damned.
    [https://docs.google.com/document/d/1_3zvCb_66npo65BJ1NLuszcLrVVNYtPgE3cRwdu4DYE/edit?tab=t.0](https://docs.google.com/document/d/1_3zvCb_66npo65BJ1NLuszcLrVVNYtPgE3cRwdu4DYE/edit?tab=t.0).

    Online Article. (2026). NRA: NRA Statement on Gun Control Package.
    [https://home.nra.org/statements/nra-statement-on-gun-control-package/#:~:text=We%20are%20deeply%20disappointed%20in,the%20NRA%20strongly%20opposed%20it](https://home.nra.org/statements/nra-statement-on-gun-control-package/).

    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).

    524 d2 reply fredrick

    What role does this special interest group play in Congressional criminal justice policy making

    The role of interest groups determine policy in all three levels whether its local or state level. The policy states, "these groups also employ legislative advocates also known as lobbyists who draft and push legislation while maintaining close relationships with lawmakers and government officials" (Shelden, 2011).  Randall also stated, "the membership consist of private corporation executives, criminal justice officials and more than one third of state lawmakers in the country most of whom are republicans or conservative democrats"(Randall, 2011). Special interest groups effect policy by drafting the legislation in Criminal justice policy. On the vote smart page you can see on the different collaborations that they have. This is to help influence policy when that time arises.

    How has the group sought to influence policy making at the legislative level? Earlier Randall brought up lobbyist and what they do exactly is draft bills by mainlining close relationships with lawmakers and government officials. They increase their pull by gaining entry into multiple organizations that has the same common goals.

    Has the existence of this group and the role it plays created an enhancement or a hindrance to the creation of effective, responsive criminal justice programs? Randall brought up an example of one of the programs which is public safety and elections. He stated, " this group is dedicated to developing model policies that reduce crime and violence in our cities and neighborhoods while focusing on developing policies to ensure integrity and efficiency in our elections and within our system government" (Randall, 2011). In my opinion I think it could be an effective way to influence policy. However, this could be a hindrance if you get people in key positions, but they have bad intentions. If they get this expert options but don't deliver the message this could hurt how special interest groups are received.

    Cited Material

    Shelden, R. (2011, January 10). Research Brief. Center on Juvenile AND Criminal Justice. Retrieved March 25, 2026, from
    [https://www.google.com/search?q=What+role+does+this+special+interest+group+play+in+Congressional+criminal+justice+policy+making&sca_esv=b398b8538d712a04&source=hp&ei=ggvEaeeGEMz-ptQPy_u84AU&iflsig=AFdpzrgAAAAAacQZkr-NmUNCp1VyWDglSBxX5LpJt4Fh&ved=0ahUKEwjnz_HEuruTAxVMv4kEHcs9D1wQ4dUDCBY&uact=5&oq=What+role+does+this+special+interest+group+play+in+Congressional+criminal+justice+policy+making&gs_lp=Egdnd3Mtd2l6Il9XaGF0IHJvbGUgZG9lcyB0aGlzIHNwZWNpYWwgaW50ZXJlc3QgZ3JvdXAgcGxheSBpbiBDb25ncmVzc2lvbmFsIGNyaW1pbmFsIGp1c3RpY2UgcG9saWN5IG1ha2luZzILEAAYgAQYkQIYigUyCxAAGIAEGJECGIoFMgsQABiABBixAxiDATIIEAAYgAQYsQMyCxAAGIAEGLEDGIMBMggQABiABBixAzIIEAAYgAQYsQMyCBAAGIAEGLEDMggQABiABBixAzIFEAAYgARI0_ACUJWNAVjT5gJwBHgAkAEAmAF2oAH2A6oBAzMuMrgBA8gBAPgBAfgBApgCCaAC2wSoAgrCAhMQABiABBhDGLQCGOcGGIoFGOoCwgIKEAAYAxjqAhiPAcICEBAAGIAEGLEDGEMYgwEYigXCAhMQLhiABBixAxjRAxhDGMcBGIoFwgIOEC4YgAQYsQMY0QMYxwHCAgsQLhiABBixAxiDAcICFhAuGIAEGLEDGNEDGEMYgwEYxwEYigXCAgoQABiABBhDGIoFwgIOEAAYgAQYsQMYgwEYigXCAhEQLhiABBixAxjHARiOBRivAZgDEPEFm9TUpqCuBySSBwM2LjOgB_EssgcDMi4zuAerBMIHBTItNC41yAdXgAgA&sclient=gws-wiz](https://www.google.com/search?q=What+role+does+this+special+interest+group+play+in+Congressional+criminal+justice+policy+making&sca_esv=b398b8538d712a04&source=hp&ei=ggvEaeeGEMz-ptQPy_u84AU&iflsig=AFdpzrgAAAAAacQZkr-NmUNCp1VyWDglSBxX5LpJt4Fh&ved=0ahUKEwjnz_HEuruTAxVMv4kEHcs9D1wQ4dUDCBY&uact=5&oq=What+role+does+this+special+interest+group+play+in+Congressional+criminal+justice+policy+making&gs_lp=Egdnd3Mtd2l6Il9XaGF0IHJvbGUgZG9lcyB0aGlzIHNwZWNpYWwgaW50ZXJlc3QgZ3JvdXAgcGxheSBpbiBDb25ncmVzc2lvbmFsIGNyaW1pbmFsIGp1c3RpY2UgcG9saWN5IG1ha2luZzILEAAYgAQYkQIYigUyCxAAGIAEGJECGIoFMgsQABiABBixAxiDATIIEAAYgAQYsQMyCxAAGIAEGLEDGIMBMggQABiABBixAzIIEAAYgAQYsQMyCBAAGIAEGLEDMggQABiABBixAzIFEAAYgARI0_ACUJWNAVjT5gJwBHgAkAEAmAF2oAH2A6oBAzMuMrgBA8gBAPgBAfgBApgCCaAC2wSoAgrCAhMQABiABBhDGLQCGOcGGIoFGOoCwgIKEAAYAxjqAhiPAcICEBAAGIAEGLEDGEMYgwEYigXCAhMQLhiABBixAxjRAxhDGMcBGIoFwgIOEC4YgAQYsQMY0QMYxwHCAgsQLhiABBixAxiDAcICFhAuGIAEGLEDGNEDGEMYgwEYxwEYigXCAgoQABiABBhDGIoFwgIOEAAYgAQYsQMYgwEYigXCAhEQLhiABBixAxjHARiOBRivAZgDEPEFm9TUpqCuBySSBwM2LjOgB_EssgcDMi4zuAerBMIHBTItNC41yAdXgAgA&sclient=gws-wiz)