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  • [Solved] Business & Finance Valuation Issue Assignment

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    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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    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] Module 3 509

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    In-depth study guidance and analytical solution covering Module 3 509.

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

  • [Solved] Business & Finance Valuation Approach Assignment

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    Executive Solution Overview

    [**Read: Hitchner: Chapters 5, 8, 9**](https://canvas.liberty.edu/courses/934965/modules/items/101647526 "Read: Hitchner: Chapters 5, 8, 9") – Page [**Watch: Income Approach**](https://canvas.liberty.edu/courses/934965/modules/items/101647529 "Watch: Income Approach") VALUATION APPROACH ASSIGNMENT I…

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    Assignment Prompt & Instructions

    [**Read: Hitchner: Chapters 5, 8, 9**](https://canvas.liberty.edu/courses/934965/modules/items/101647526 "Read: Hitchner: Chapters 5, 8, 9")

    – Page [**Watch: Income Approach**](https://canvas.liberty.edu/courses/934965/modules/items/101647529 "Watch: Income Approach")

    VALUATION APPROACH ASSIGNMENT INSTRUCTIONS

    OVERVIEW

    Business valuation is a set of steps used to estimate what a business is worth. The process,

    however, is much less straightforward than the definition. Business valuation is the process of

    placing a reasonable market value on a going concern business or the value of a planned start-up

    company. There are different approaches to business valuation and each approach utilized

    different processes to obtain a professional business valuation.

    INSTRUCTIONS

    Using the Hitcher textbook as your primary reference, and supplemented by appropriate

    secondary sources, write a research paper that compares and contrasts the three main approaches

    used to value a private business. Your paper should have an Introduction, five “body” parts

    (approach 1, approach 2 and approach 3, similarities between approaches, and differences

    between approaches) appropriately titled, and a Conclusion. In each of the first three body parts,

    you must describe the approach, note the data needed to apply the technique, and discuss

    limitations or challenges to properly executing the approach. In the next two sections you need to

    clearly demonstrate what the approaches have in common and how they differ.

    • Assignment length: 6 – 10 pages, double-spaced (excluding title page and references) in

    current APA format.

    • Number of citations: At least 4 (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.

  • [Solved] Make up work 4

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    **files (1)** – ## makeupwork4.docx **## makeupwork4.docx** ### Part 1: Discussion post (150-245 words) (No reference) **_Read the following case study below and choose and answer one of the two questions at the end for your discussion…._** **_The Case of Elka: A Transfer Student from Russia_** You …

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    **files (1)**

    – ## makeupwork4.docx

    **## makeupwork4.docx**

    ### Part 1: Discussion post (150-245 words) (No reference)

    **_Read the following case study below and choose and answer one of the two questions at the end for your discussion…._**

    **_The Case of Elka: A Transfer Student from Russia_**

    You are a Nationally Certified and State Licensed School Counselor working in a rural elementary school. You are asked to evaluate a 5th grade transfer student from Russia named Elka because she is exhibiting some problems in reading. Her teacher wants her assessed for a learning disability. Recently, as preparation for statewide testing 5th graders were administered benchmark tests. Elka’s scores on the benchmark assessments were low. She did not achieve the 70% passing rate in either math or reading. She also appeared to rush through her work, which was not like her performance in typical classroom situations.

    One teacher in particular grew concerned. While Elka had only been in this teacher’s class for four weeks, Elka exhibited behaviors during the benchmark testing that the teacher had not observed under normal classroom conditions. The teacher was concerned that Elka might be dyslexic or have some other learning disability that impacted her in such high pressure, timed, situations. During the benchmark testing situation, Elka fidgeted a lot in her seat, frequently looked about the room, had rapid breathing and a flushed face. While otherwise a very polite child, Elka snapped at the teacher when the teacher announced the time for testing was up. Elka then burst into tears and ran from the room.

    As the school counselor, you bring Elka into your office to discuss her teacher’s concerns with her. Elka states she felt highly frustrated during the testing situation and felt sick to her stomach. She became angry and agitated because she knew the answers, but couldn’t stop how she was feeling. The more she felt sick and anxious, the more stressed she felt about the benchmark test, which in turn increased her feelings of being sick and anxious. Elka said that the more she tried to stop these feelings, the more she felt sick, angry, and frustrated. Soon, Elka said she could not even read the questions. Finally, Elka said she “just couldn’t stand the pressure and ran from the room.” Elka stated that she didn’t remember if she’d reacted this way in other situations but knew that “this was the worst she had ever felt in school.” Elka said just before the testing began, the teacher talked about the No Child Left Behind Act and how important this test was because if students did not do well, the school could get into trouble. Elka also said she had been in the same school all her life in Russia and had many friends in her old hometown, but was finding it hard to make friends in this new school. She felt out of place, different from everybody else, and she did not feel like she fit in.

    You administer the WISC-IV (Wechsler Intelligence Scale for Children) and Elka scores a FSIQ (Full Scale IQ) of 105, Verbal intelligence score is 102, and Performance score is 107, which puts her at average intelligence. You also administer the Woodcock- Johnson Psycho-Educational Battery. This assessment detects specific learning disabilities such as auditory processing, attention, language, memory, visual perception, and visual-motor abilities. Again, Elka scores within the normal range. You also

    administer a series of assessments designed to measure specific academic skills such as word and sentence reading, comprehension, vocabulary and spelling. Elka’s scores are again in the normal range. Elka does not appear to have any deficits that would explain her dismal performance on the benchmark exams.

    However, during the assessment you noticed none of the symptoms or behaviors Elka and her teacher reported during the benchmark testing situation. On a hunch you administer Elka a test anxiety exposure hierarchy, which consists of 13 items. Elka is asked to respond to each item on the assessment by recording the level of anxiety felt on a scale of 0 (no anxiety) to 10 (extreme anxiety). Elka had a high mean score on this assessment. The questions she rated the highest (mean of 8.4) was “You start the test and read the first question,” and “You do not know the answer immediately.”

    Choose one of the following questions to answer. Clearly indicate which question you are answering.

    1. Today’s school counselors are being asked to complete many tasks and take on many roles in the functioning of everyday school life. What are some of the roles and tasks school counselors accept or provide?

    2. What are some of the differences or similarities in symptoms and behaviors between a learning disorder, symptoms of Attention Deficit Hyperactivity Disorder (ADHD), or test anxiety?

    Your responses should be well thought out and comprehensive and will be assessed based on your evidence of content knowledge and critical thought.

    *FOR BRILIANT ANSWERS*

    **Use AMERICAN VERSION OF WORDS**

    ### Assignment 2: Application 9.3 (1 PAGE, NO references) **View 9.3 in the mylab.  You will choose one of those and write a 1 page reflection based on the question provided.  Please clearly identify which section you will be reviewing as well as the question. It is recommended that you respond to the question in a word document and upload it here to canvas. You will not need to use the mylab component to input this information. These responses are expected to be specific, comprehensive, and evidence of critical thinking, as it relates to course content and clinical objectives, must be demonstrated. (expected length= 1 page)**

    ### **9.3: Understanding and Addressing Bullying** Bullying is a relatively new mental health concept that is an important consideration for counselors who work with youth. Using what you know about youth and mental​ health, discuss the implications of bullying and related counseling considerations. **Question** 1: What is​ bullying? **​Hint:** Consult your textbook and other trusted resources for information about bullying. **Question 2:** What are some mental health effects of​ bullying? **​Hint:** Consult your textbook and other trusted resources for information about bullying. **Question 3:** What strategies can counselors use to prevent bullying in the​ school, neighborhood, and community​ settings? **​Hint:** Consult your textbook and other trusted resources for information about ways counselors can address bullying. *FOR BRILIANT ANSWERS* **Use AMERICAN VERSION OF WORDS **NO NEED TO LIST REFRANCES **PLEASE ANSWER ALL 3 QUESTIONS (1 PAGE LEGNTH)

    **## makeupwork4.docx**

    ### Part 1: Discussion post (150-245 words) (No reference)

    **_Read the following case study below and choose and answer one of the two questions at the end for your discussion…._**

    **_The Case of Elka: A Transfer Student from Russia_**

    You are a Nationally Certified and State Licensed School Counselor working in a rural elementary school. You are asked to evaluate a 5th grade transfer student from Russia named Elka because she is exhibiting some problems in reading. Her teacher wants her assessed for a learning disability. Recently, as preparation for statewide testing 5th graders were administered benchmark tests. Elka’s scores on the benchmark assessments were low. She did not achieve the 70% passing rate in either math or reading. She also appeared to rush through her work, which was not like her performance in typical classroom situations.

    One teacher in particular grew concerned. While Elka had only been in this teacher’s class for four weeks, Elka exhibited behaviors during the benchmark testing that the teacher had not observed under normal classroom conditions. The teacher was concerned that Elka might be dyslexic or have some other learning disability that impacted her in such high pressure, timed, situations. During the benchmark testing situation, Elka fidgeted a lot in her seat, frequently looked about the room, had rapid breathing and a flushed face. While otherwise a very polite child, Elka snapped at the teacher when the teacher announced the time for testing was up. Elka then burst into tears and ran from the room.

    As the school counselor, you bring Elka into your office to discuss her teacher’s concerns with her. Elka states she felt highly frustrated during the testing situation and felt sick to her stomach. She became angry and agitated because she knew the answers, but couldn’t stop how she was feeling. The more she felt sick and anxious, the more stressed she felt about the benchmark test, which in turn increased her feelings of being sick and anxious. Elka said that the more she tried to stop these feelings, the more she felt sick, angry, and frustrated. Soon, Elka said she could not even read the questions. Finally, Elka said she “just couldn’t stand the pressure and ran from the room.” Elka stated that she didn’t remember if she’d reacted this way in other situations but knew that “this was the worst she had ever felt in school.” Elka said just before the testing began, the teacher talked about the No Child Left Behind Act and how important this test was because if students did not do well, the school could get into trouble. Elka also said she had been in the same school all her life in Russia and had many friends in her old hometown, but was finding it hard to make friends in this new school. She felt out of place, different from everybody else, and she did not feel like she fit in.

    You administer the WISC-IV (Wechsler Intelligence Scale for Children) and Elka scores a FSIQ (Full Scale IQ) of 105, Verbal intelligence score is 102, and Performance score is 107, which puts her at average intelligence. You also administer the Woodcock- Johnson Psycho-Educational Battery. This assessment detects specific learning disabilities such as auditory processing, attention, language, memory, visual perception, and visual-motor abilities. Again, Elka scores within the normal range. You also

    administer a series of assessments designed to measure specific academic skills such as word and sentence reading, comprehension, vocabulary and spelling. Elka’s scores are again in the normal range. Elka does not appear to have any deficits that would explain her dismal performance on the benchmark exams.

    However, during the assessment you noticed none of the symptoms or behaviors Elka and her teacher reported during the benchmark testing situation. On a hunch you administer Elka a test anxiety exposure hierarchy, which consists of 13 items. Elka is asked to respond to each item on the assessment by recording the level of anxiety felt on a scale of 0 (no anxiety) to 10 (extreme anxiety). Elka had a high mean score on this assessment. The questions she rated the highest (mean of 8.4) was “You start the test and read the first question,” and “You do not know the answer immediately.”

    Choose one of the following questions to answer. Clearly indicate which question you are answering.

    1. Today’s school counselors are being asked to complete many tasks and take on many roles in the functioning of everyday school life. What are some of the roles and tasks school counselors accept or provide?

    2. What are some of the differences or similarities in symptoms and behaviors between a learning disorder, symptoms of Attention Deficit Hyperactivity Disorder (ADHD), or test anxiety?

    Your responses should be well thought out and comprehensive and will be assessed based on your evidence of content knowledge and critical thought.

    *FOR BRILIANT ANSWERS*

    **Use AMERICAN VERSION OF WORDS**

    ### Assignment 2: Application 9.3 (1 PAGE, NO references) **View 9.3 in the mylab.  You will choose one of those and write a 1 page reflection based on the question provided.  Please clearly identify which section you will be reviewing as well as the question. It is recommended that you respond to the question in a word document and upload it here to canvas. You will not need to use the mylab component to input this information. These responses are expected to be specific, comprehensive, and evidence of critical thinking, as it relates to course content and clinical objectives, must be demonstrated. (expected length= 1 page)**

    ### **9.3: Understanding and Addressing Bullying** Bullying is a relatively new mental health concept that is an important consideration for counselors who work with youth. Using what you know about youth and mental​ health, discuss the implications of bullying and related counseling considerations. **Question** 1: What is​ bullying? **​Hint:** Consult your textbook and other trusted resources for information about bullying. **Question 2:** What are some mental health effects of​ bullying? **​Hint:** Consult your textbook and other trusted resources for information about bullying. **Question 3:** What strategies can counselors use to prevent bullying in the​ school, neighborhood, and community​ settings? **​Hint:** Consult your textbook and other trusted resources for information about ways counselors can address bullying. *FOR BRILIANT ANSWERS* **Use AMERICAN VERSION OF WORDS **NO NEED TO LIST REFRANCES **PLEASE ANSWER ALL 3 QUESTIONS (1 PAGE LEGNTH)

  • [Solved] BENCHMARK VALUE MISSION

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    **files (4)** – ## BENCHMARK-VALUES.docx – ## characteristicsgoodvisionstatement.pdf – ## characteristicsgoodmissionstatement.pdf – Rubric-MissionVisionandValuesAnalysis.pdf **## BENCHMARK-VALUES.docx** BENCHMARK -MISSION VALUE & VALUES ANALYSIS ASSIGNMENT Identify the **UnitedHealth Group mission, …

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    **files (4)**

    – ## BENCHMARK-VALUES.docx

    – ## characteristicsgoodvisionstatement.pdf

    – ## characteristicsgoodmissionstatement.pdf

    – Rubric-MissionVisionandValuesAnalysis.pdf

    **## BENCHMARK-VALUES.docx**

    BENCHMARK -MISSION VALUE & VALUES ANALYSIS ASSIGNMENT

    Identify the
    **UnitedHealth Group mission, vision, and values**. I attached some resources of characteristics of good vision and mission statements from my school’s library
    **PLEASE REVIEW** and
    **use**.

    Here is the reference:

    Moseley III, G. B. (2018).
    _Managing health care business strategy_(2nd ed.)
    _._  Jones and Bartlett Learning. ISBN-13: 9781284081107

    Write a paper
    **(1,000-1,250 words**) that analyzes the mission, vision, and value statements for the healthcare organization you have selected. The paper should address the following:

    1. Explain the importance of strategic direction and the purpose of the mission and vision statements in the strategic planning process.

    2. State the mission and vision of the selected organization.

    3. Utilize the criteria found in Chapter 6 to evaluate the mission and vision of the selected organization. Include discussion of whether the mission and vision statements contain the characteristics of good mission and vision statements and justify your position.

    4. Summarize the organization’s values and describe how they align to key tenets of the Christian worldview perspective. Include discussion about how adherence to these values can affect strategic planning and initiatives.

    5. Identify the major organizational resources needed to accomplish the mission and vision and uphold the company values.

    6. Identify strategies that can be employed to effectively manage resources to fulfill the organization's mission and vision.

    7. Describe the substance of an organization's strategic objectives and the contributions they make to the strategic planning process.

    **Please use references and in text citations. RUBRIC IS ATTACHED SEPARATEDLY USE APA FORMAT**

    **## characteristicsgoodvisionstatement.pdf**

    2089255 – Jones & Bartlett Learning ©

    Characteristics of a Good Vision Statement

    To perform its function of propelling the organization
    toward an identified point in the future, the vision
    statement should have certain qualities.

    A vision could be viewed as a kind of “dream” that
    motivates and drives the organization. It is definitely
    different from what the organization has now and
    appears to be a significant improvement. The difference
    between the current reality described in the mission
    statement and the idealized future described in the
    vision statement represents a significant stretch for the
    organization. The vision is bold and there is some
    uncertainty about whether it can be achieved.
    However, the vision statement is grounded in reality and
    it is possible. It reflects a solid understanding of the
    organization’s resources and competencies, in the
    context of the opportunities and threats that exist in the
    external environment.
    It will be challenging for employees to accomplish the
    vision. They will have to develop new abilities, dedicate
    themselves passionately to the effort, and perform at
    their very highest levels. A truly shared vision gets
    employees excited, makes them feel proud to be part of
    the organization that is pursuing it. They want to tell
    their friends what they are doing.
    All the firm’s stakeholders find something appealing
    about the vision, an aspect of it that serves their
    interests. It is flexible and adaptable enough to allow
    managers and employees to display individual initiative
    in pursuing it. It is capable of being communicated to all
    interested parties.

    2089255 – Jones & Bartlett Learning ©

    Guidelines for Describing an Organization’s
    Vision

    A few other maxims will enhance the effectiveness of the
    vision:

    It is stated in clear language comprehensible to all
    stakeholders.
    It describes a future that is unique to the organization
    and especially appealing to its stakeholders, particularly
    its customers.
    It sets a specific chronological time deadline for its
    realization.
    It describes a vivid, compelling picture of the
    organization’s future that excites its employees, inspiring
    them to desire it and make it happen.
    It incorporates features that are, if not quantitatively
    measurable, so concrete and objective that there will be
    no mistaking when the vision has been reached.
    It is realistic and achievable, yet stretches the
    organization, asking its people to accomplish more than
    perhaps they think they can.
    It builds on and grows out of the mission.
    Like the mission, it is concise and memorable.

    **## characteristicsgoodmissionstatement.pdf**

    2089255 – Jones & Bartlett Learning ©

    Characteristics of a Good Mission Statement

    A good mission statement has the following characteristics:

    It should be short, about 200 to 300 words, definitely no
    more than a single page. Drafting a concise mission
    statement can pose a challenge for many executive
    teams that are inclined to describe at length the premise
    of the organization.
    It should be memorable (one reason for the brevity). Key
    stakeholders, certainly the managers and employees,
    should be able to remember it, almost verbatim, and
    explain it to someone else without hesitating.
    It should be stated in broad enough terms to allow for
    the generation and consideration of feasible alternative
    objectives and strategies without unduly stifling
    management creativity. The generality of language gives
    the firm flexibility in adapting to changing external
    environments and internal operations.
    It should be expansive in a way that reconciles
    differences among, and still appeals to, an organization’s
    diverse stakeholders (employees, managers,
    shareholders, board of directors, customers, suppliers,
    distributors, creditors, government regulators and
    payers, labor unions, competitors, public interest
    groups, community groups, media, and the general
    public). All stakeholders’ claims on an organization
    cannot be satisfied with equal emphasis. A good mission
    statement indicates the relative attention that an
    organization will give to the interests of different
    stakeholders.
    It suggests where managers should be looking for future
    opportunity and steers them away from other areas. It
    provides a basis for generating and screening strategic
    options, and selecting specific strategies to implement.

    2089255 – Jones & Bartlett Learning ©

    It highlights the points of differentiation with other
    businesses, particularly competitors, and sets forth the
    basis for the firm’s competitive advantage.
    It arouses positive feelings and emotions about the
    organization and an individual’s role within it. It attracts
    and deters potential staff. It gives the impression that
    the firm is successful, knows what it is doing, is
    professionally managed, has direction, and is worthy of
    time, support, and investment.
    It is communicated to, understood by, and embraced by
    all members of the organization.
    It is more pragmatic, with a more immediate purpose,
    than a vision statement.

    The faster the external environment is changing, the more
    frequently the mission should be reviewed. A successful
    organization will inevitably outgrow its original mission. As
    time passes and its operations expand, the organization will
    develop new competencies and a more perceptive view of
    available opportunities. Mission changes will seem to make
    sense.

    Even if they are not overly concerned about their social
    obligations, for-profit corporate executives still have to
    reconcile an inevitable duality in their missions. One
    mission is to maximize the return to the owners of the
    business, the shareholders, on the investments that they
    have made in the business.

    1 Drucker PF. The Theory of Business. Harvard Business Review.
    September–October 1994.

    The other mission concerns the substance of the
    organization’s operations—the products and services that it
    creates and the customers to whom it offers them. Many,
    perhaps most, for-profit business shareholders do not care

    2089255 – Jones & Bartlett Learning ©

    about the substantive mission of the organizations in which
    they invest. Tobacco companies have never lacked for
    shareholders—as long as their financial performance has
    been above average. It is true that some

    **Rubric-MissionVisionandValuesAnalysis.pdf**

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

    **Rubric-MissionVisionandValuesAnalysis.pdf**

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

    **## BENCHMARK-VALUES.docx**

    BENCHMARK -MISSION VALUE & VALUES ANALYSIS ASSIGNMENT

    Identify the
    **UnitedHealth Group mission, vision, and values**. I attached some resources of characteristics of good vision and mission statements from my school’s library
    **PLEASE REVIEW** and
    **use**.

    Here is the reference:

    Moseley III, G. B. (2018).
    _Managing health care business strategy_(2nd ed.)
    _._  Jones and Bartlett Learning. ISBN-13: 9781284081107

    Write a paper
    **(1,000-1,250 words**) that analyzes the mission, vision, and value statements for the healthcare organization you have selected. The paper should address the following:

    1. Explain the importance of strategic direction and the purpose of the mission and vision statements in the strategic planning process.

    2. State the mission and vision of the selected organization.

    3. Utilize the criteria found in Chapter 6 to evaluate the mission and vision of the selected organization. Include discussion of whether the mission and vision statements contain the characteristics of good mission and vision statements and justify your position.

    4. Summarize the organization’s values and describe how they align to key tenets of the Christian worldview perspective. Include discussion about how adherence to these values can affect strategic planning and initiatives.

    5. Identify the major organizational resources needed to accomplish the mission and vision and uphold the company values.

    6. Identify strategies that can be employed to effectively manage resources to fulfill the organization's mission and vision.

    7. Describe the substance of an organization's strategic objectives and the contributions they make to the strategic planning process.

    **Please use references and in text citations. RUBRIC IS ATTACHED SEPARATEDLY USE APA FORMAT**

    **## characteristicsgoodvisionstatement.pdf**

    2089255 – Jones & Bartlett Learning ©

    Characteristics of a Good Vision Statement

    To perform its function of propelling the organization
    toward an identified point in the future, the vision
    statement should have certain qualities.

    A vision could be viewed as a kind of “dream” that
    motivates and drives the organization. It is definitely
    different from what the organization has now and
    appears to be a significant improvement. The difference
    between the current reality described in the mission
    statement and the idealized future described in the
    vision statement represents a significant stretch for the
    organization. The vision is bold and there is some
    uncertainty about whether it can be achieved.
    However, the vision statement is grounded in reality and
    it is possible. It reflects a solid understanding of the
    organization’s resources and competencies, in the
    context of the opportunities and threats that exist in the
    external environment.
    It will be challenging for employees to accomplish the
    vision. They will have to develop new abilities, dedicate
    themselves passionately to the effort, and perform at
    their very highest levels. A truly shared vision gets
    employees excited, makes them feel proud to be part of
    the organization that is pursuing it. They want to tell
    their friends what they are doing.
    All the firm’s stakeholders find something appealing
    about the vision, an aspect of it that serves their
    interests. It is flexible and adaptable enough to allow
    managers and employees to display individual initiative
    in pursuing it. It is capable of being communicated to all
    interested parties.

    2089255 – Jones & Bartlett Learning ©

    Guidelines for Describing an Organization’s
    Vision

    A few other maxims will enhance the effectiveness of the
    vision:

    It is stated in clear language comprehensible to all
    stakeholders.
    It describes a future that is unique to the organization
    and especially appealing to its stakeholders, particularly
    its customers.
    It sets a specific chronological time deadline for its
    realization.
    It describes a vivid, compelling picture of the
    organization’s future that excites its employees, inspiring
    them to desire it and make it happen.
    It incorporates features that are, if not quantitatively
    measurable, so concrete and objective that there will be
    no mistaking when the vision has been reached.
    It is realistic and achievable, yet stretches the
    organization, asking its people to accomplish more than
    perhaps they think they can.
    It builds on and grows out of the mission.
    Like the mission, it is concise and memorable.

    **## characteristicsgoodmissionstatement.pdf**

    2089255 – Jones & Bartlett Learning ©

    Characteristics of a Good Mission Statement

    A good mission statement has the following characteristics:

    It should be short, about 200 to 300 words, definitely no
    more than a single page. Drafting a concise mission
    statement can pose a challenge for many executive
    teams that are inclined to describe at length the premise
    of the organization.
    It should be memorable (one reason for the brevity). Key
    stakeholders, certainly the managers and employees,
    should be able to remember it, almost verbatim, and
    explain it to someone else without hesitating.
    It should be stated in broad enough terms to allow for
    the generation and consideration of feasible alternative
    objectives and strategies without unduly stifling
    management creativity. The generality of language gives
    the firm flexibility in adapting to changing external
    environments and internal operations.
    It should be expansive in a way that reconciles
    differences among, and still appeals to, an organization’s
    diverse stakeholders (employees, managers,
    shareholders, board of directors, customers, suppliers,
    distributors, creditors, government regulators and
    payers, labor unions, competitors, public interest
    groups, community groups, media, and the general
    public). All stakeholders’ claims on an organization
    cannot be satisfied with equal emphasis. A good mission
    statement indicates the relative attention that an
    organization will give to the interests of different
    stakeholders.
    It suggests where managers should be looking for future
    opportunity and steers them away from other areas. It
    provides a basis for generating and screening strategic
    options, and selecting specific strategies to implement.

    2089255 – Jones & Bartlett Learning ©

    It highlights the points of differentiation with other
    businesses, particularly competitors, and sets forth the
    basis for the firm’s competitive advantage.
    It arouses positive feelings and emotions about the
    organization and an individual’s role within it. It attracts
    and deters potential staff. It gives the impression that
    the firm is successful, knows what it is doing, is
    professionally managed, has direction, and is worthy of
    time, support, and investment.
    It is communicated to, understood by, and embraced by
    all members of the organization.
    It is more pragmatic, with a more immediate purpose,
    than a vision statement.

    The faster the external environment is changing, the more
    frequently the mission should be reviewed. A successful
    organization will inevitably outgrow its original mission. As
    time passes and its operations expand, the organization will
    develop new competencies and a more perceptive view of
    available opportunities. Mission changes will seem to make
    sense.

    Even if they are not overly concerned about their social
    obligations, for-profit corporate executives still have to
    reconcile an inevitable duality in their missions. One
    mission is to maximize the return to the owners of the
    business, the shareholders, on the investments that they
    have made in the business.

    1 Drucker PF. The Theory of Business. Harvard Business Review.
    September–October 1994.

    The other mission concerns the substance of the
    organization’s operations—the products and services that it
    creates and the customers to whom it offers them. Many,
    perhaps most, for-profit business shareholders do not care

    2089255 – Jones & Bartlett Learning ©

    about the substantive mission of the organizations in which
    they invest. Tobacco companies have never lacked for
    shareholders—as long as their financial performance has
    been above average. It is true that some

    **Rubric-MissionVisionandValuesAnalysis.pdf**

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

    **## BENCHMARK-VALUES.docx**

    BENCHMARK -MISSION VALUE & VALUES ANALYSIS ASSIGNMENT

    Identify the
    **UnitedHealth Group mission, vision, and values**. I attached some resources of characteristics of good vision and mission statements from my school’s library
    **PLEASE REVIEW** and
    **use**.

    Here is the reference:

    Moseley III, G. B. (2018).
    _Managing health care business strategy_(2nd ed.)
    _._  Jones and Bartlett Learning. ISBN-13: 9781284081107

    Write a paper
    **(1,000-1,250 words**) that analyzes the mission, vision, and value statements for the healthcare organization you have selected. The paper should address the following:

    1. Explain the importance of strategic direction and the purpose of the mission and vision statements in the strategic planning process.

    2. State the mission and vision of the selected organization.

    3. Utilize the criteria found in Chapter 6 to evaluate the mission and vision of the selected organization. Include discussion of whether the mission and vision statements contain the characteristics of good mission and vision statements and justify your position.

    4. Summarize the organization’s values and describe how they align to key tenets of the Christian worldview perspective. Include discussion about how adherence to these values can affect strategic planning and initiatives.

    5. Identify the major organizational resources needed to accomplish the mission and vision and uphold the company values.

    6. Identify strategies that can be employed to effectively manage resources to fulfill the organization's mission and vision.

    7. Describe the substance of an organization's strategic objectives and the contributions they make to the strategic planning process.

    **Please use references and in text citations. RUBRIC IS ATTACHED SEPARATEDLY USE APA FORMAT**

    **## characteristicsgoodvisionstatement.pdf**

    2089255 – Jones & Bartlett Learning ©

    Characteristics of a Good Vision Statement

    To perform its function of propelling the organization
    toward an identified point in the future, the vision
    statement should have certain qualities.

    A vision could be viewed as a kind of “dream” that
    motivates and drives the organization. It is definitely
    different from what the organization has now and
    appears to be a significant improvement. The difference
    between the current reality described in the mission
    statement and the idealized future described in the
    vision statement represents a significant stretch for the
    organization. The vision is bold and there is some
    uncertainty about whether it can be achieved.
    However, the vision statement is grounded in reality and
    it is possible. It reflects a solid understanding of the
    organization’s resources and competencies, in the
    context of the opportunities and threats that exist in the
    external environment.
    It will be challenging for employees to accomplish the
    vision. They will have to develop new abilities, dedicate
    themselves passionately to the effort, and perform at
    their very highest levels. A truly shared vision gets
    employees excited, makes them feel proud to be part of
    the organization that is pursuing it. They want to tell
    their friends what they are doing.
    All the firm’s stakeholders find something appealing
    about the vision, an aspect of it that serves their
    interests. It is flexible and adaptable enough to allow
    managers and employees to display individual initiative
    in pursuing it. It is capable of being communicated to all
    interested parties.

    2089255 – Jones & Bartlett Learning ©

    Guidelines for Describing an Organization’s
    Vision

    A few other maxims will enhance the effectiveness of the
    vision:

    It is stated in clear language comprehensible to all
    stakeholders.
    It describes a future that is unique to the organization
    and especially appealing to its stakeholders, particularly
    its customers.
    It sets a specific chronological time deadline for its
    realization.
    It describes a vivid, compelling picture of the
    organization’s future that excites its employees, inspiring
    them to desire it and make it happen.
    It incorporates features that are, if not quantitatively
    measurable, so concrete and objective that there will be
    no mistaking when the vision has been reached.
    It is realistic and achievable, yet stretches the
    organization, asking its people to accomplish more than
    perhaps they think they can.
    It builds on and grows out of the mission.
    Like the mission, it is concise and memorable.

    **## characteristicsgoodmissionstatement.pdf**

    2089255 – Jones & Bartlett Learning ©

    Characteristics of a Good Mission Statement

    A good mission statement has the following characteristics:

    It should be short, about 200 to 300 words, definitely no
    more than a single page. Drafting a concise mission
    statement can pose a challenge for many executive
    teams that are inclined to describe at length the premise
    of the organization.
    It should be memorable (one reason for the brevity). Key
    stakeholders, certainly the managers and employees,
    should be able to remember it, almost verbatim, and
    explain it to someone else without hesitating.
    It should be stated in broad enough terms to allow for
    the generation and consideration of feasible alternative
    objectives and strategies without unduly stifling
    management creativity. The generality of language gives
    the firm flexibility in adapting to changing external
    environments and internal operations.
    It should be expansive in a way that reconciles
    differences among, and still appeals to, an organization’s
    diverse stakeholders (employees, managers,
    shareholders, board of directors, customers, suppliers,
    distributors, creditors, government regulators and
    payers, labor unions, competitors, public interest
    groups, community groups, media, and the general
    public). All stakeholders’ claims on an organization
    cannot be satisfied with equal emphasis. A good mission
    statement indicates the relative attention that an
    organization will give to the interests of different
    stakeholders.
    It suggests where managers should be looking for future
    opportunity and steers them away from other areas. It
    provides a basis for generating and screening strategic
    options, and selecting specific strategies to implement.

    2089255 – Jones & Bartlett Learning ©

    It highlights the points of differentiation with other
    businesses, particularly competitors, and sets forth the
    basis for the firm’s competitive advantage.
    It arouses positive feelings and emotions about the
    organization and an individual’s role within it. It attracts
    and deters potential staff. It gives the impression that
    the firm is successful, knows what it is doing, is
    professionally managed, has direction, and is worthy of
    time, support, and investment.
    It is communicated to, understood by, and embraced by
    all members of the organization.
    It is more pragmatic, with a more immediate purpose,
    than a vision statement.

    The faster the external environment is changing, the more
    frequently the mission should be reviewed. A successful
    organization will inevitably outgrow its original mission. As
    time passes and its operations expand, the organization will
    develop new competencies and a more perceptive view of
    available opportunities. Mission changes will seem to make
    sense.

    Even if they are not overly concerned about their social
    obligations, for-profit corporate executives still have to
    reconcile an inevitable duality in their missions. One
    mission is to maximize the return to the owners of the
    business, the shareholders, on the investments that they
    have made in the business.

    1 Drucker PF. The Theory of Business. Harvard Business Review.
    September–October 1994.

    The other mission concerns the substance of the
    organization’s operations—the products and services that it
    creates and the customers to whom it offers them. Many,
    perhaps most, for-profit business shareholders do not care

    2089255 – Jones & Bartlett Learning ©

    about the substantive mission of the organizations in which
    they invest. Tobacco companies have never lacked for
    shareholders—as long as their financial performance has
    been above average. It is true that some

    **Rubric-MissionVisionandValuesAnalysis.pdf**

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

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    “Going viral” is often a content creator’s dream. One post or video that begins to be viewed and shared by many can gain traction and bring attention, which can result in opportunities and even financial benefits. If the media features the content because it “went viral,” that can bring another wave…

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    “Going viral” is often a content creator’s dream. One post or video that begins to be viewed and shared by many can gain traction and bring attention, which can result in opportunities and even financial benefits. If the media features the content because it “went viral,” that can bring another wave of interactions through shares, comments, likes, followers, and so on.

    Human emotion is often a primary factor in viral content, whether it elicits happiness, nostalgia, anger, sadness, or outrage. This assignment gives you the opportunity to understand the factors associated with viral content and the role that human emotion plays in how people interact and respond to content.

    Imagine you are a social media marketing specialist. You are creating a program to help new content creators learn how to go viral and gain followers.

    **Create** a 5- to 6-minute instructional video for the program’s website. This video will be the first in a series of videos about expanding one’s social media reach, going viral, and gaining and maintaining followers.

    **Cover** the following in your video:

    – Discuss the factors that influence content going viral.
    – Explain how emotion plays a role in how people interact with content. Provide at least 3 examples.
    – Explain how having access to information in various scenarios can impact people’s emotions. Think about scenarios such as natural disasters, emergencies, major sporting events, political events, and others. Discuss at least 3 different scenarios.
    – Explain how restricting access or lack of access to information in various scenarios can impact people’s emotions. Think about scenarios such as natural disasters, emergencies, major sporting events, political events, and others. Discuss at least 3 different scenarios.
    – Discuss why creators should consider including trigger warnings in their content that may invoke negative emotional responses.

    **Include** an introduction and conclusion.

    **Cite** at least 5 sources to support your assignment. Cite your sources verbally in the video by referring to the author, title, and year of publication of the source.

    **Format** the sources according to APA guidelines.

  • [Solved] week 3 replies

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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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    **## 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 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)

  • [Solved] WK1 EDU

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    SEE ATTACHED **files (2)** – ## DiscussionGradingRubric.pdf – ## revisedWK1759SS.docx **## DiscussionGradingRubric.pdf** Criteria Ratings Points Thread – Content 21 to >18.0 pts Advanced All key components of the Discussion prompt are answered in the thread. The thread has a clear, logical flow. Maj…

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    Assignment Prompt & Instructions

    SEE ATTACHED

    **files (2)**

    – ## DiscussionGradingRubric.pdf

    – ## revisedWK1759SS.docx

    **## DiscussionGradingRubric.pdf**

    Criteria Ratings Points

    Thread –
    Content

    21 to >18.0 pts

    Advanced

    All key components of the
    Discussion prompt are
    answered in the thread. The
    thread has a clear, logical
    flow. Major points are stated
    clearly. Major points are
    supported by good examples
    and thoughtful analysis.
    Thread is supported by at
    least 1 peer-reviewed source
    and 1 integrated Bible verse.

    18 to >17.0 pts

    Proficient

    All key components of the
    Discussion prompt are
    answered in the thread. The
    thread has a clear, logical flow.
    Major points are stated
    reasonably well. Major points
    are supported by good
    examples or thoughtful
    analysis. Thread is supported
    by at least 1 peer-reviewed
    source and 1 integrated Bible
    verse.

    17 to >0.0 pts

    Developing

    The Discussion
    prompt is addressed
    minimally. The thread
    lacks flow or content.
    Major points are
    unclear or confusing.
    Major points are not
    supported by
    examples or
    thoughtful analysis.
    The thread is not
    supported by at least
    1 peer-reviewed
    source and/or 1
    integrated Bible
    verse.

    0 pts

    Not
    Present

    21 pts

    Thread –
    Grammar,
    Spelling,
    and
    Current
    APA

    5 to >4.0 pts

    Advanced

    Spelling and grammar are
    correct. Sentences are
    complete, clear, and concise.
    Paragraphs contain
    appropriately varied
    sentence structures. Where
    applicable, references are
    cited in current APA format.

    4 to >3.0 pts

    Proficient

    Some spelling and grammar
    errors. Sentences are
    presented as well. Paragraphs
    contain some varied sentence
    structures. Where applicable,
    references are cited with some
    current APA formatting.

    3 to >0.0 pts

    Developing

    Spelling and
    grammar errors
    distract. Sentences
    are incomplete or
    unclear. Paragraphs
    are poorly formed.
    Where applicable,
    references are
    minimally or not cited
    in current APA format.

    0 pts

    Not
    Present

    5 pts

    Thread –
    Word
    Count

    4 to >3.0 pts

    Advanced

    Word count of 400–600
    words is met.

    3 to >2.0 pts

    Proficient

    Word count is up to 100 words
    less than or exceeding the
    required word count.

    2 to >0.0 pts

    Developing

    Word count is more
    than 100 words less
    than or 200 words
    exceeding the
    required word count.

    0 pts

    Not
    Present

    4 pts

    Discussion Grading Rubric | EDUC750_D14_202620

    Criteria Ratings Points

    Replies-
    Content

    14 to >12.0 pts

    Advanced

    Each reply focuses on a
    meaningful point made in
    another student’s thread.
    Each reply provides
    substantive additional
    thoughts regarding the
    thread and an explanation of
    why the student agrees or
    disagrees with the idea
    presented in the thread.
    Each reply is clear and
    coherent. Each reply is
    supported by at least 1
    peer-reviewed source and 1
    integrated Bible verse.

    12 to >11.0 pts

    Proficient

    Most replies focus on a
    meaningful point made in
    another student’s thread. Most
    replies provide substantive
    additional thoughts regarding
    the thread and an explanation
    of why the student likes or
    dislikes the idea presented in
    the thread. Most replies are
    clear and coherent. Each reply
    is clear and coherent. Each
    reply is supported by at least 1
    peer-reviewed source and 1
    integrated Bible verse.

    11 to >0.0 pts

    Developing

    Some replies focus
    on a point made in
    another student’s
    thread. Replies could
    be more substantive
    regarding the thread.
    Replies lack clarity
    and coherence.
    Support of at least 1
    peer-reviewed source
    and/or 1 integrated
    Bible verse is
    missing.

    0 pts

    Not
    Present

    14 pts

    Replies –
    Grammar,
    Spelling,
    and
    Current
    APA

    3 to >2.0 pts

    Advanced

    Spelling and grammar are
    correct. Sentences are
    complete, clear, and concise.
    Paragraphs contain
    appropriately varied
    sentence structures. Where
    applicable, references are
    cited in current APA format.

    2 to >1.0 pts

    Proficient

    Some spelling and grammar
    errors. Sentences are
    presented as well. Paragraphs
    contain some varied sentence
    structures. Where applicable,
    references are cited with some
    current APA formatting.

    1 to >0.0 pts

    Developing

    Spelling and
    grammar errors
    distract. Sentences
    are incomplete or
    unclear. Paragraphs
    are poorly formed.
    Where applicable,
    references are
    minimally or not cited
    in current APA format.

    0 pts

    Not
    Present

    3 pts

    Replies –
    Word
    Count

    3 to >2.0 pts

    Advanced

    Word count of 200–300
    words is met.

    2 to >1.0 pts

    Proficient

    Word count is up to 100 words
    less than or exceeding the
    required word count.

    1 to >0.0 pts

    Developing

    Word count is more
    than 100 words less
    than or 200
    exceeding the
    required word count.

    0 pts

    Not
    Present

    3 pts

    Total Points: 50

    Discussion Grading Rubric | EDUC750_D14_202620

    **## revisedWK1759SS.docx**

    DISCUSSION ASSIGNMENT INSTRUCTIONS

    The purpose of Discussions is to generate interaction among candidates regarding relevant

    course topics.

    Your initial thread should be a minimum of 450 words. Support your assertions with a

    minimum of 2 scholarly citations in current APA format.

    Each reply to a classmate's thread must be at least 100 words. Support your assertions in each

    reply with at least 1 scholarly citation in current APA format.

    Module 1: Exploring Leadership Roles in Higher Education Administration

    This discussion focuses on analyzing the varied roles within university administration,

    specifically the roles of the university president, provost, academic vice president, academic

    deans, and trustees, in relation to their decision-making processes, roles in accreditation,

    governance, and overall responsibilities. (CLO: A, B, D, F)

    Module 1: Discussion Goals:

    • Foster a collaborative learning environment where candidates can share insights and

    perspectives.

    • Encourage critical analysis of the administrative structure in higher education and its

    impact on the overall functioning of universities.

    • Develop a deeper understanding of the complexities and nuances of various leadership

    roles in the context of higher education administration.

    Initial Discussion:

    Discuss the distinct roles and responsibilities of the university president, provost, academic vice

    president, academic deans, and trustees in the context of college and university administration.

    Your discussion should address the following aspects:

    • Decision Making: Analyze how these roles contribute to key decision-making processes

    within a university.

    • Accreditation and Governance: Explore their involvement in accreditation processes

    and governance structures.

    • Responsibilities and Challenges: Discuss the unique responsibilities and potential

    challenges each role faces in the current landscape of higher education.

    • Real-World Examples: Provide examples or case studies to illustrate these roles in

    WEEK 1, rewrite the below info and make it non-AI, and more human… I

    need data for all detection according to the discussion requirement.

    Institutional leadership in higher education is structured to balance strategic vision, academic integrity, and institutional accountability. Each leadership role such as the university president, provost, academic vice president, academic deans, and trustees' plays a distinct part in decision-making, governance, and accreditation.

    The university president serves as the chief executive officer and public face of the institution. Presidents set the strategic vision, secure external funding, and make final decisions on major priorities. In decision-making, they rely on input from senior leaders, especially the provost, but ultimately pilot the institution’s direction. As Birnbaum (1988) notes, presidential leadership is shaped by implicit expectations of authority and influence, requiring a balance between formal power and collaboration across campus stakeholders. Trustees provide high-level oversight, approving budgets, evaluating presidential performance, and ensuring alignment with the university’s mission without daily operational involvement (Kezar & Eckel, 2004).

    The provost functions as the chief academic officer and is central to academic decision-making. Responsibilities include curriculum oversight, faculty affairs, and ensuring academic quality. Academic vice presidents often collaborate with the provost, focusing on student success, academic planning, or institutional effectiveness. Academic deans manage programs, faculty, and budgets at the college or school level, translating university priorities into actionable outcomes while connecting faculty and senior leadership.

    In terms of accreditation and governance, collaboration is essential. The provost typically leads accreditation efforts, coordinating institutional reporting and assessments. Deans support by maintaining program quality and providing student outcome data. Trustees and presidents contribute to governance structures that reinforce accountability and institutional integrity. Shared governance is critical, allowing faculty and administrators to participate meaningfully in decision-making (Kezar & Eckel, 2004).

    Each role faces unique challenges. Presidents must respond to declining enrollment, budget constraints, and public scrutiny. Provosts and academic vice presidents balance innovation—such as online program expansion—with academic rigor. Deans navigate faculty retention, budget limits, and workforce relevance. Trustees make strategic decisions while maintaining proper governance boundaries.

    A real-world example of these roles in action occurred during the COVID-19 pandemic. At institutions like Harvard University and Liberty University, presidents led high-level decisions on campus closures and safety protocols (Birnbaum, 1988). Provosts and deans directed the shift to online learning, demonstrating the importance of shared leadership (Kezar, 2018). Trustees supported critical financial decisions, reinforcing governance oversight (Kezar & Eckel, 2004).

    Effective university administration depends on clearly defined roles, collaboration, and adaptability. Each leadership position contributes uniquely to decision-making, accreditation, and governance, ensuring institutions can navigate the evolving challenges of higher education.

    **References**

    Birnbaum, R. (1988). The implicit leadership theories of college and university presidents.
    _The Review of Higher Education, 12_(2), 125–136.

    Kezar, A. (2018).
    _How colleges change: Understanding, leading, and enacting change_. Routledge.

    Kezar, A., & Eckel, P. D. (2004). Meeting today’s governance challenges.
    _The Journal of Higher Education, 75_(4), 371–399.
    [https://doi.org/10.1080/00221546.2004.11772264](https://doi.org/10.1080/00221546.2004.11772264)

    **## revisedWK1759SS.docx**

    DISCUSSION ASSIGNMENT INSTRUCTIONS

    The purpose of Discussions is to generate interaction among candidates regarding relevant

    course topics.

    Your initial thread should be a minimum of 450 words. Support your assertions with a

    minimum of 2 scholarly citations in current APA format.

    Each reply to a classmate's thread must be at least 100 words. Support your assertions in each

    reply with at least 1 scholarly citation in current APA format.

    Module 1: Exploring Leadership Roles in Higher Education Administration

    This discussion focuses on analyzing the varied roles within university administration,

    specifically the roles of the university president, provost, academic vice president, academic

    deans, and trustees, in relation to their decision-making processes, roles in accreditation,

    governance, and overall responsibilities. (CLO: A, B, D, F)

    Module 1: Discussion Goals:

    • Foster a collaborative learning environment where candidates can share insights and

    perspectives.

    • Encourage critical analysis of the administrative structure in higher education and its

    impact on the overall functioning of universities.

    • Develop a deeper understanding of the complexities and nuances of various leadership

    roles in the context of higher education administration.

    Initial Discussion:

    Discuss the distinct roles and responsibilities of the university president, provost, academic vice

    president, academic deans, and trustees in the context of college and university administration.

    Your discussion should address the following aspects:

    • Decision Making: Analyze how these roles contribute to key decision-making processes

    within a university.

    • Accreditation and Governance: Explore their involvement in accreditation processes

    and governance structures.

    • Responsibilities and Challenges: Discuss the unique responsibilities and potential

    challenges each role faces in the current landscape of higher education.

    • Real-World Examples: Provide examples or case studies to illustrate these roles in

    WEEK 1, rewrite the below info and make it non-AI, and more human… I

    need data for all detection according to the discussion requirement.

    Institutional leadership in higher education is structured to balance strategic vision, academic integrity, and institutional accountability. Each leadership role such as the university president, provost, academic vice president, academic deans, and trustees' plays a distinct part in decision-making, governance, and accreditation.

    The university president serves as the chief executive officer and public face of the institution. Presidents set the strategic vision, secure external funding, and make final decisions on major priorities. In decision-making, they rely on input from senior leaders, especially the provost, but ultimately pilot the institution’s direction. As Birnbaum (1988) notes, presidential leadership is shaped by implicit expectations of authority and influence, requiring a balance between formal power and collaboration across campus stakeholders. Trustees provide high-level oversight, approving budgets, evaluating presidential performance, and ensuring alignment with the university’s mission without daily operational involvement (Kezar & Eckel, 2004).

    The provost functions as the chief academic officer and is central to academic decision-making. Responsibilities include curriculum oversight, faculty affairs, and ensuring academic quality. Academic vice presidents often collaborate with the provost, focusing on student success, academic planning, or institutional effectiveness. Academic deans manage programs, faculty, and budgets at the college or school level, translating university priorities into actionable outcomes while connecting faculty and senior leadership.

    In terms of accreditation and governance, collaboration is essential. The provost typically leads accreditation efforts, coordinating institutional reporting and assessments. Deans support by maintaining program quality and providing student outcome data. Trustees and presidents contribute to governance structures that reinforce accountability and institutional integrity. Shared governance is critical, allowing faculty and administrators to participate meaningfully in decision-making (Kezar & Eckel, 2004).

    Each role faces unique challenges. Presidents must respond to declining enrollment, budget constraints, and public scrutiny. Provosts and academic vice presidents balance innovation—such as online program expansion—with academic rigor. Deans navigate faculty retention, budget limits, and workforce relevance. Trustees make strategic decisions while maintaining proper governance boundaries.

    A real-world example of these roles in action occurred during the COVID-19 pandemic. At institutions like Harvard University and Liberty University, presidents led high-level decisions on campus closures and safety protocols (Birnbaum, 1988). Provosts and deans directed the shift to online learning, demonstrating the importance of shared leadership (Kezar, 2018). Trustees supported critical financial decisions, reinforcing governance oversight (Kezar & Eckel, 2004).

    Effective university administration depends on clearly defined roles, collaboration, and adaptability. Each leadership position contributes uniquely to decision-making, accreditation, and governance, ensuring institutions can navigate the evolving challenges of higher education.

    **References**

    Birnbaum, R. (1988). The implicit leadership theories of college and university presidents.
    _The Review of Higher Education, 12_(2), 125–136.

    Kezar, A. (2018).
    _How colleges change: Understanding, leading, and enacting change_. Routledge.

    Kezar, A., & Eckel, P. D. (2004). Meeting today’s governance challenges.
    _The Journal of Higher Education, 75_(4), 371–399.
    [https://doi.org/10.1080/00221546.2004.11772264](https://doi.org/10.1080/00221546.2004.11772264)

    **## DiscussionGradingRubric.pdf**

    Criteria Ratings Points

    Thread –
    Content

    21 to >18.0 pts

    Advanced

    All key components of the
    Discussion prompt are
    answered in the thread. The
    thread has a clear, logical
    flow. Major points are stated
    clearly. Major points are
    supported by good examples
    and thoughtful analysis.
    Thread is supported by at
    least 1 peer-reviewed source
    and 1 integrated Bible verse.

    18 to >17.0 pts

    Proficient

    All key components of the
    Discussion prompt are
    answered in the thread. The
    thread has a clear, logical flow.
    Major points are stated
    reasonably well. Major points
    are supported by good
    examples or thoughtful
    analysis. Thread is supported
    by at least 1 peer-reviewed
    source and 1 integrated Bible
    verse.

    17 to >0.0 pts

    Developing

    The Discussion
    prompt is addressed
    minimally. The thread
    lacks flow or content.
    Major points are
    unclear or confusing.
    Major points are not
    supported by
    examples or
    thoughtful analysis.
    The thread is not
    supported by at least
    1 peer-reviewed
    source and/or 1
    integrated Bible
    verse.

    0 pts

    Not
    Present

    21 pts

    Thread –
    Grammar,
    Spelling,
    and
    Current
    APA

    5 to >4.0 pts

    Advanced

    Spelling and grammar are
    correct. Sentences are
    complete, clear, and concise.
    Paragraphs contain
    appropriately varied
    sentence structures. Where
    applicable, references are
    cited in current APA format.

    4 to >3.0 pts

    Proficient

    Some spelling and grammar
    errors. Sentences are
    presented as well. Paragraphs
    contain some varied sentence
    structures. Where applicable,
    references are cited with some
    current APA formatting.

    3 to >0.0 pts

    Developing

    Spelling and
    grammar errors
    distract. Sentences
    are incomplete or
    unclear. Paragraphs
    are poorly formed.
    Where applicable,
    references are
    minimally or not cited
    in current APA format.

    0 pts

    Not
    Present

    5 pts

    Thread –
    Word
    Count

    4 to >3.0 pts

    Advanced

    Word count of 400–600
    words is met.

    3 to >2.0 pts

    Proficient

    Word count is up to 100 words
    less than or exceeding the
    required word count.

    2 to >0.0 pts

    Developing

    Word count is more
    than 100 words less
    than or 200 words
    exceeding the
    required word count.

    0 pts

    Not
    Present

    4 pts

    Discussion Grading Rubric | EDUC750_D14_202620

    Criteria Ratings Points

    Replies-
    Content

    14 to >12.0 pts

    Advanced

    Each reply focuses on a
    meaningful point made in
    another student’s thread.
    Each reply provides
    substantive additional
    thoughts regarding the
    thread and an explanation of
    why the student agrees or
    disagrees with the idea
    presented in the thread.
    Each reply is clear and
    coherent. Each reply is
    supported by at least 1
    peer-reviewed source and 1
    integrated Bible verse.

    12 to >11.0 pts

    Proficient

    Most replies focus on a
    meaningful point made in
    another student’s thread. Most
    replies provide substantive
    additional thoughts regarding
    the thread and an explanation
    of why the student likes or
    dislikes the idea presented in
    the thread. Most replies are
    clear and coherent. Each reply
    is clear and coherent. Each
    reply is supported by at least 1
    peer-reviewed source and 1
    integrated Bible verse.

    11 to >0.0 pts

    Developing

    Some replies focus
    on a point made in
    another student’s
    thread. Replies could
    be more substantive
    regarding the thread.
    Replies lack clarity
    and coherence.
    Support of at least 1
    peer-reviewed source
    and/or 1 integrated
    Bible verse is
    missing.

    0 pts

    Not
    Present

    14 pts

    Replies –
    Grammar,
    Spelling,
    and
    Current
    APA

    3 to >2.0 pts

    Advanced

    Spelling and grammar are
    correct. Sentences are
    complete, clear, and concise.
    Paragraphs contain
    appropriately varied
    sentence structures. Where
    applicable, references are
    cited in current APA format.

    2 to >1.0 pts

    Proficient

    Some spelling and grammar
    errors. Sentences are
    presented as well. Paragraphs
    contain some varied sentence
    structures. Where applicable,
    references are cited with some
    current APA formatting.

    1 to >0.0 pts

    Developing

    Spelling and
    grammar errors
    distract. Sentences
    are incomplete or
    unclear. Paragraphs
    are poorly formed.
    Where applicable,
    references are
    minimally or not cited
    in current APA format.

    0 pts

    Not
    Present

    3 pts

    Replies –
    Word
    Count

    3 to >2.0 pts

    Advanced

    Word count of 200–300
    words is met.

    2 to >1.0 pts

    Proficient

    Word count is up to 100 words
    less than or exceeding the
    required word count.

    1 to >0.0 pts

    Developing

    Word count is more
    than 100 words less
    than or 200
    exceeding the
    required word count.

    0 pts

    Not
    Present

    3 pts

    Total Points: 50

    Discussion Grading Rubric | EDUC750_D14_202620

    **## revisedWK1759SS.docx**

    DISCUSSION ASSIGNMENT INSTRUCTIONS

    The purpose of Discussions is to generate interaction among candidates regarding relevant

    course topics.

    Your initial thread should be a minimum of 450 words. Support your assertions with a

    minimum of 2 scholarly citations in current APA format.

    Each reply to a classmate's thread must be at least 100 words. Support your assertions in each

    reply with at least 1 scholarly citation in current APA format.

    Module 1: Exploring Leadership Roles in Higher Education Administration

    This discussion focuses on analyzing the varied roles within university administration,

    specifically the roles of the university president, provost, academic vice president, academic

    deans, and trustees, in relation to their decision-making processes, roles in accreditation,

    governance, and overall responsibilities. (CLO: A, B, D, F)

    Module 1: Discussion Goals:

    • Foster a collaborative learning environment where candidates can share insights and

    perspectives.

    • Encourage critical analysis of the administrative structure in higher education and its

    impact on the overall functioning of universities.

    • Develop a deeper understanding of the complexities and nuances of various leadership

    roles in the context of higher education administration.

    Initial Discussion:

    Discuss the distinct roles and responsibilities of the university president, provost, academic vice

    president, academic deans, and trustees in the context of college and university administration.

    Your discussion should address the following aspects:

    • Decision Making: Analyze how these roles contribute to key decision-making processes

    within a university.

    • Accreditation and Governance: Explore their involvement in accreditation processes

    and governance structures.

    • Responsibilities and Challenges: Discuss the unique responsibilities and potential

    challenges each role faces in the current landscape of higher education.

    • Real-World Examples: Provide examples or case studies to illustrate these roles in

    WEEK 1, rewrite the below info and make it non-AI, and more human… I

    need data for all detection according to the discussion requirement.

    Institutional leadership in higher education is structured to balance strategic vision, academic integrity, and institutional accountability. Each leadership role such as the university president, provost, academic vice president, academic deans, and trustees' plays a distinct part in decision-making, governance, and accreditation.

    The university president serves as the chief executive officer and public face of the institution. Presidents set the strategic vision, secure external funding, and make final decisions on major priorities. In decision-making, they rely on input from senior leaders, especially the provost, but ultimately pilot the institution’s direction. As Birnbaum (1988) notes, presidential leadership is shaped by implicit expectations of authority and influence, requiring a balance between formal power and collaboration across campus stakeholders. Trustees provide high-level oversight, approving budgets, evaluating presidential performance, and ensuring alignment with the university’s mission without daily operational involvement (Kezar & Eckel, 2004).

    The provost functions as the chief academic officer and is central to academic decision-making. Responsibilities include curriculum oversight, faculty affairs, and ensuring academic quality. Academic vice presidents often collaborate with the provost, focusing on student success, academic planning, or institutional effectiveness. Academic deans manage programs, faculty, and budgets at the college or school level, translating university priorities into actionable outcomes while connecting faculty and senior leadership.

    In terms of accreditation and governance, collaboration is essential. The provost typically leads accreditation efforts, coordinating institutional reporting and assessments. Deans support by maintaining program quality and providing student outcome data. Trustees and presidents contribute to governance structures that reinforce accountability and institutional integrity. Shared governance is critical, allowing faculty and administrators to participate meaningfully in decision-making (Kezar & Eckel, 2004).

    Each role faces unique challenges. Presidents must respond to declining enrollment, budget constraints, and public scrutiny. Provosts and academic vice presidents balance innovation—such as online program expansion—with academic rigor. Deans navigate faculty retention, budget limits, and workforce relevance. Trustees make strategic decisions while maintaining proper governance boundaries.

    A real-world example of these roles in action occurred during the COVID-19 pandemic. At institutions like Harvard University and Liberty University, presidents led high-level decisions on campus closures and safety protocols (Birnbaum, 1988). Provosts and deans directed the shift to online learning, demonstrating the importance of shared leadership (Kezar, 2018). Trustees supported critical financial decisions, reinforcing governance oversight (Kezar & Eckel, 2004).

    Effective university administration depends on clearly defined roles, collaboration, and adaptability. Each leadership position contributes uniquely to decision-making, accreditation, and governance, ensuring institutions can navigate the evolving challenges of higher education.

    **References**

    Birnbaum, R. (1988). The implicit leadership theories of college and university presidents.
    _The Review of Higher Education, 12_(2), 125–136.

    Kezar, A. (2018).
    _How colleges change: Understanding, leading, and enacting change_. Routledge.

    Kezar, A., & Eckel, P. D. (2004). Meeting today’s governance challenges.
    _The Journal of Higher Education, 75_(4), 371–399.
    [https://doi.org/10.1080/00221546.2004.11772264](https://doi.org/10.1080/00221546.2004.11772264)

    **## DiscussionGradingRubric.pdf**

    Criteria Ratings Points

    Thread –
    Content

    21 to >18.0 pts

    Advanced

    All key components of the
    Discussion prompt are
    answered in the thread. The
    thread has a clear, logical
    flow. Major points are stated
    clearly. Major points are
    supported by good examples
    and thoughtful analysis.
    Thread is supported by at
    least 1 peer-reviewed source
    and 1 integrated Bible verse.

    18 to >17.0 pts

    Proficient

    All key components of the
    Discussion prompt are
    answered in the thread. The
    thread has a clear, logical flow.
    Major points are stated
    reasonably well. Major points
    are supported by good
    examples or thoughtful
    analysis. Thread is supported
    by at least 1 peer-reviewed
    source and 1 integrated Bible
    verse.

    17 to >0.0 pts

    Developing

    The Discussion
    prompt is addressed
    minimally. The thread
    lacks flow or content.
    Major points are
    unclear or confusing.
    Major points are not
    supported by
    examples or
    thoughtful analysis.
    The thread is not
    supported by at least
    1 peer-reviewed
    source and/or 1
    integrated Bible
    verse.

    0 pts

    Not
    Present

    21 pts

    Thread –
    Grammar,
    Spelling,
    and
    Current
    APA

    5 to >4.0 pts

    Advanced

    Spelling and grammar are
    correct. Sentences are
    complete, clear, and concise.
    Paragraphs contain
    appropriately varied
    sentence structures. Where
    applicable, references are
    cited in current APA format.

    4 to >3.0 pts

    Proficient

    Some spelling and grammar
    errors. Sentences are
    presented as well. Paragraphs
    contain some varied sentence
    structures. Where applicable,
    references are cited with some
    current APA formatting.

    3 to >0.0 pts

    Developing

    Spelling and
    grammar errors
    distract. Sentences
    are incomplete or
    unclear. Paragraphs
    are poorly formed.
    Where applicable,
    references are
    minimally or not cited
    in current APA format.

    0 pts

    Not
    Present

    5 pts

    Thread –
    Word
    Count

    4 to >3.0 pts

    Advanced

    Word count of 400–600
    words is met.

    3 to >2.0 pts

    Proficient

    Word count is up to 100 words
    less than or exceeding the
    required word count.

    2 to >0.0 pts

    Developing

    Word count is more
    than 100 words less
    than or 200 words
    exceeding the
    required word count.

    0 pts

    Not
    Present

    4 pts

    Discussion Grading Rubric | EDUC750_D14_202620

    Criteria Ratings Points

    Replies-
    Content

    14 to >12.0 pts

    Advanced

    Each reply focuses on a
    meaningful point made in
    another student’s thread.
    Each reply provides
    substantive additional
    thoughts regarding the
    thread and an explanation of
    why the student agrees or
    disagrees with the idea
    presented in the thread.
    Each reply is clear and
    coherent. Each reply is
    supported by at least 1
    peer-reviewed source and 1
    integrated Bible verse.

    12 to >11.0 pts

    Proficient

    Most replies focus on a
    meaningful point made in
    another student’s thread. Most
    replies provide substantive
    additional thoughts regarding
    the thread and an explanation
    of why the student likes or
    dislikes the idea presented in
    the thread. Most replies are
    clear and coherent. Each reply
    is clear and coherent. Each
    reply is supported by at least 1
    peer-reviewed source and 1
    integrated Bible verse.

    11 to >0.0 pts

    Developing

    Some replies focus
    on a point made in
    another student’s
    thread. Replies could
    be more substantive
    regarding the thread.
    Replies lack clarity
    and coherence.
    Support of at least 1
    peer-reviewed source
    and/or 1 integrated
    Bible verse is
    missing.

    0 pts

    Not
    Present

    14 pts

    Replies –
    Grammar,
    Spelling,
    and
    Current
    APA

    3 to >2.0 pts

    Advanced

    Spelling and grammar are
    correct. Sentences are
    complete, clear, and concise.
    Paragraphs contain
    appropriately varied
    sentence structures. Where
    applicable, references are
    cited in current APA format.

    2 to >1.0 pts

    Proficient

    Some spelling and grammar
    errors. Sentences are
    presented as well. Paragraphs
    contain some varied sentence
    structures. Where applicable,
    references are cited with some
    current APA formatting.

    1 to >0.0 pts

    Developing

    Spelling and
    grammar errors
    distract. Sentences
    are incomplete or
    unclear. Paragraphs
    are poorly formed.
    Where applicable,
    references are
    minimally or not cited
    in current APA format.

    0 pts

    Not
    Present

    3 pts

    Replies –
    Word
    Count

    3 to >2.0 pts

    Advanced

    Word count of 200–300
    words is met.

    2 to >1.0 pts

    Proficient

    Word count is up to 100 words
    less than or exceeding the
    required word count.

    1 to >0.0 pts

    Developing

    Word count is more
    than 100 words less
    than or 200
    exceeding the
    required word count.

    0 pts

    Not
    Present

    3 pts

    Total Points: 50

    Discussion Grading Rubric | EDUC750_D14_202620

    **## revisedWK1759SS.docx**

    DISCUSSION ASSIGNMENT INSTRUCTIONS

    The purpose of Discussions is to generate interaction among candidates regarding relevant

    course topics.

    Your initial thread should be a minimum of 450 words. Support your assertions with a

    minimum of 2 scholarly citations in current APA format.

    Each reply to a classmate's thread must be at least 100 words. Support your assertions in each

    reply with at least 1 scholarly citation in current APA format.

    Module 1: Exploring Leadership Roles in Higher Education Administration

    This discussion focuses on analyzing the varied roles within university administration,

    specifically the roles of the university president, provost, academic vice president, academic

    deans, and trustees, in relation to their decision-making processes, roles in accreditation,

    governance, and overall responsibilities. (CLO: A, B, D, F)

    Module 1: Discussion Goals:

    • Foster a collaborative learning environment where candidates can share insights and

    perspectives.

    • Encourage critical analysis of the administrative structure in higher education and its

    impact on the overall functioning of universities.

    • Develop a deeper understanding of the complexities and nuances of various leadership

    roles in the context of higher education administration.

    Initial Discussion:

    Discuss the distinct roles and responsibilities of the university president, provost, academic vice

    president, academic deans, and trustees in the context of college and university administration.

    Your discussion should address the following aspects:

    • Decision Making: Analyze how these roles contribute to key decision-making processes

    within a university.

    • Accreditation and Governance: Explore their involvement in accreditation processes

    and governance structures.

    • Responsibilities and Challenges: Discuss the unique responsibilities and potential

    challenges each role faces in the current landscape of higher education.

    • Real-World Examples: Provide examples or case studies to illustrate these roles in

    WEEK 1, rewrite the below info and make it non-AI, and more human… I

    need data for all detection according to the discussion requirement.

    Institutional leadership in higher education is structured to balance strategic vision, academic integrity, and institutional accountability. Each leadership role such as the university president, provost, academic vice president, academic deans, and trustees' plays a distinct part in decision-making, governance, and accreditation.

    The university president serves as the chief executive officer and public face of the institution. Presidents set the strategic vision, secure external funding, and make final decisions on major priorities. In decision-making, they rely on input from senior leaders, especially the provost, but ultimately pilot the institution’s direction. As Birnbaum (1988) notes, presidential leadership is shaped by implicit expectations of authority and influence, requiring a balance between formal power and collaboration across campus stakeholders. Trustees provide high-level oversight, approving budgets, evaluating presidential performance, and ensuring alignment with the university’s mission without daily operational involvement (Kezar & Eckel, 2004).

    The provost functions as the chief academic officer and is central to academic decision-making. Responsibilities include curriculum oversight, faculty affairs, and ensuring academic quality. Academic vice presidents often collaborate with the provost, focusing on student success, academic planning, or institutional effectiveness. Academic deans manage programs, faculty, and budgets at the college or school level, translating university priorities into actionable outcomes while connecting faculty and senior leadership.

    In terms of accreditation and governance, collaboration is essential. The provost typically leads accreditation efforts, coordinating institutional reporting and assessments. Deans support by maintaining program quality and providing student outcome data. Trustees and presidents contribute to governance structures that reinforce accountability and institutional integrity. Shared governance is critical, allowing faculty and administrators to participate meaningfully in decision-making (Kezar & Eckel, 2004).

    Each role faces unique challenges. Presidents must respond to declining enrollment, budget constraints, and public scrutiny. Provosts and academic vice presidents balance innovation—such as online program expansion—with academic rigor. Deans navigate faculty retention, budget limits, and workforce relevance. Trustees make strategic decisions while maintaining proper governance boundaries.

    A real-world example of these roles in action occurred during the COVID-19 pandemic. At institutions like Harvard University and Liberty University, presidents led high-level decisions on campus closures and safety protocols (Birnbaum, 1988). Provosts and deans directed the shift to online learning, demonstrating the importance of shared leadership (Kezar, 2018). Trustees supported critical financial decisions, reinforcing governance oversight (Kezar & Eckel, 2004).

    Effective university administration depends on clearly defined roles, collaboration, and adaptability. Each leadership position contributes uniquely to decision-making, accreditation, and governance, ensuring institutions can navigate the evolving challenges of higher education.

    **References**

    Birnbaum, R. (1988). The implicit leadership theories of college and university presidents.
    _The Review of Higher Education, 12_(2), 125–136.

    Kezar, A. (2018).
    _How colleges change: Understanding, leading, and enacting change_. Routledge.

    Kezar, A., & Eckel, P. D. (2004). Meeting today’s governance challenges.
    _The Journal of Higher Education, 75_(4), 371–399.
    [https://doi.org/10.1080/00221546.2004.11772264](https://doi.org/10.1080/00221546.2004.11772264)

  • [Solved] Title w5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Technology provides people with information and the opportunity to interact 24/7. People can post a comment, stitch a TikTok with a comment, or post pictures or video on Facebook or Instagram, Reddit, or any other social media platform. The opportunity to share information quickly can sometimes resu…

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    Assignment Prompt & Instructions

    Technology provides people with information and the opportunity to interact 24/7. People can post a comment, stitch a TikTok with a comment, or post pictures or video on Facebook or Instagram, Reddit, or any other social media platform. The opportunity to share information quickly can sometimes result in people saying or doing things that, in hindsight, they may regret or that other people judge them for, which can result in them being “canceled.” This discussion provides you with an opportunity to consider how human emotion plays a role in cancel culture.

    Respond to the following in a minimum of 175 words:

    – What is “cancel culture”?
    – How does human emotion affect the desire to “cancel” someone?
    – What are the positive and negative ramifications of cancel culture?
    – What is an example of an individual or organization that was “canceled?” Explain what happened.

  • [Solved] Respond to these questions

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    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy) Based on the attached post, answer these questions. Is use of AI to complete work unethical, or is how students use AI to complete work unethical? What are some ways students can use AI ethically to complete ass…

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    Assignment Prompt & Instructions

    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy)

    Based on the attached post, answer these questions.

    Is use of AI to complete work unethical, or is how students use AI to  complete work unethical?  What are some ways students can use AI  ethically to complete assignments?

    – [\
    \
    Mod3-W1DiscussionPost.docx](https://www.sweetstudy.com/files/mod3-w1discussionpost-docx "Mod3-W1DiscussionPost.docx")