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  • [Solved] Describe the value and importance of the AONL Nurse Leader Core Competencies

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    – ## SelectingaTopicandDesigningaClinicalQuestionusingPICOTTaxonomy.docx **## SelectingaTopicandDesigningaClinicalQuestionusingPICOTTaxonomy.docx** **Module 3:** _Selecting a Topic and Designing a Clinical Question using PICOT Taxonomy_ **Instructions:** Create an essay of a minimum of five pages ex…

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    – ## SelectingaTopicandDesigningaClinicalQuestionusingPICOTTaxonomy.docx

    **## SelectingaTopicandDesigningaClinicalQuestionusingPICOTTaxonomy.docx**

    **Module 3:** _Selecting a Topic and Designing a Clinical Question using PICOT Taxonomy_

    **Instructions:**

    Create an essay of a minimum of five pages explaining the PICOT format and what is the importance of following the PICOT format when formulating the clinical question?

    1. What is the PICOT Format?

    2. What is the importance of following the PICOT format when formulating the clinical question?

    3. Provide two examples of clinical questions formulated utilizing the PICOT format.

    **Use an Essay Format:**

    · You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.

    · Pay attention to grammar rules (spelling and syntax).

    · Your work must be original and not contain material copied from books or the internet.

    · When citing the work of other authors, including citations and references, use APA style to respect their intellectual property and avoid plagiarism.

    · Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism.

    **Official Essay Rubric**

    | | | |
    | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

    Total Points: 100

    **## SelectingaTopicandDesigningaClinicalQuestionusingPICOTTaxonomy.docx**

    **Module 3:** _Selecting a Topic and Designing a Clinical Question using PICOT Taxonomy_

    **Instructions:**

    Create an essay of a minimum of five pages explaining the PICOT format and what is the importance of following the PICOT format when formulating the clinical question?

    1. What is the PICOT Format?

    2. What is the importance of following the PICOT format when formulating the clinical question?

    3. Provide two examples of clinical questions formulated utilizing the PICOT format.

    **Use an Essay Format:**

    · You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.

    · Pay attention to grammar rules (spelling and syntax).

    · Your work must be original and not contain material copied from books or the internet.

    · When citing the work of other authors, including citations and references, use APA style to respect their intellectual property and avoid plagiarism.

    · Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism.

    **Official Essay Rubric**

    | | | |
    | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

    Total Points: 100

  • [Solved] DB Response

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    Please see attached. – ## DiscussionAssignmentInstructionsCJUS350.docx – ## EliseTwymanWK3.docx – ## JamieBaileyWK3.docx **## DiscussionAssignmentInstructionsCJUS350.docx** CJUS 350 **Discussion Assignment Instructions** The student will complete 8 Discussions in this course. The student will post o…

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    Assignment Prompt & Instructions

    Please see attached.

    – ## DiscussionAssignmentInstructionsCJUS350.docx

    – ## EliseTwymanWK3.docx

    – ## JamieBaileyWK3.docx

    **## DiscussionAssignmentInstructionsCJUS350.docx**

    CJUS 350

    **Discussion Assignment Instructions**

    The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

    **## EliseTwymanWK3.docx**

    Elise Twyman

    Many unacceptable behaviors could be added to this list. However, I will be focusing on behaviors that erode the police from the inside and those that further erode the public image. My first addition, which is included in many departments' procedures, is a prohibition on any form of fraternization. Fraternization and inappropriate relationships can erode team cohesion. These relationships can develop into drama and lead to favoritism. There is no reason to develop relationships beyond being coworkers and friends at work. This leads me to my next addition to the unacceptable behaviors list, which is Quid Pro Quo. Quid Pro Quo is Latin for “something for something.” In cases where “quid pro quo” is used, it could lead to a breakdown in trust. Innocent situations, such as helping someone with their project when you helped fix their car, are delicate. However, when these situations escalate to cases where someone commits a crime and is covered because they once covered for someone else, they become inappropriate. Another inappropriate behavior is hazing. While some people may not mind the light-hearted jokes, others may take them very seriously. Hazing can also develop into violent or improper acts. Also, posting in uniform is inappropriate. You are a professional when you are in uniform and are representing your workplace. There is absolutely no reason to post on your personal profile videos or photos of yourself in uniform. To complement this, I would like to add that political involvement is inappropriate. You can have your own views and opinions; however, when you are a “Guardian” of the public, you cannot choose sides (Pollock, 2022).

            Leaders need to have great character and integrity. Leaders are often developing the team members below them, and subordinates will replicate their behavior. Change begins with leaders. 1 Timothy 3:2 states that all leaders should have good character, as they are the face of the organization. Everyone remembers great leaders because they had a lasting impact on us. In many cases, good leaders make or break an organization.

    Leaders should also have good morals. The Christian worldview is well-rounded, and every leader in some way embodies the Christian worldview. They may not always perfectly fit the model because we are all human. Good leaders are continually improving, and the Christian and Biblical worldview is about improvement. All the traits that make a bad leader are counter to the Biblical worldview and ethical basis. Many people are not Christian but still embody these values.

    **## JamieBaileyWK3.docx**

    **Jamie Bailey**

    **Discussion Thread: Standard Operating Procedures – Ethics in Criminal Justice Leadership**

    Police and corrections departments have an important job to keep justice and gain the trust of the public. Because of this, their Standard Operating Procedures must clearly state ethical rules to stop bad behavior and encourage responsibility. Below is a list of behaviors that are not acceptable and should be part of the ethics rules in SOPs, along with reasons why.

    **Unacceptable Behaviors**

    1.
    **Accepting gratuities:** Taking gifts, favors, money, or anything free that can affect fairness.

    2.
    **Using unnecessary force:** Hurting or emotionally abusing suspects or people in custody.

    3.
    **Discrimination:** Treating people badly because of their race, age, gender, religion, culture, sexual preference, or nationality.

    4.
    **Lying:** Making up facts to blame or protect someone unfairly.

    5.
    **Breaking laws, rights, or procedures:** Doing things like false arrests or false reports on purpose.

    6.
    **Abuse of authority:** Using power to scare, control, or get personal benefits.

    7.
    **Neglect of duty:** Not doing assigned work or ignoring important tasks.

    8.
    **Retaliation against whistleblowers:** Punishing workers who report wrong actions.

    9.
    **Misusing department resources:** Using department property, money, or time for personal reasons.

    10.
    **Insubordination:** Refusing to follow orders or being disrespectful to supervisors or coworkers.

    **Reasons to Include These Behaviors**

    These rules help make clear what is right and wrong. Each bad behavior hurts the department’s honesty, work, and the public’s trust. For example, abusing power and punishing whistleblowers make the workplace unsafe and hide problems. Ignoring duties and wasting resources can make the department less effective and unsafe. Respecting orders keeps the team working well together. These rules help build a fair, responsible, and respectful workplace (Crank & Caldero, 2020; Pollock, 2022).

    **Why These Behaviors Matter in Any Field, and Especially in My Role**

    Ethical behavior is important in every profession because it creates trust, promotes fairness, and supports teamwork. Without ethics, people lose confidence in their leaders and coworkers, which leads to confusion and conflict. In criminal justice, this is especially true because decisions affect people’s freedoms and lives.

    Working as a Casework Counselor II in the Department of Corrections, I see how important ethics are every day. My job involves helping individuals in custody make better choices and prepare for life outside prison. If staff do not follow ethical rules, it hurts the people we serve and can cause more harm than good. For example, discrimination or abuse of authority breaks down trust and makes it harder to help offenders change. Likewise, lying or covering up mistakes damages the entire system. Upholding these ethical behaviors is not just about rules, it’s about treating people with dignity and supporting a safer, fairer society.

    **Reflection on 1 Timothy 3:2**

    1 Timothy 3:2 says a leader must be “above reproach,” meaning leaders must have strong character and honesty. In criminal justice, leaders set an example for others. Their behavior affects their team and how the public sees law enforcement. Leaders who are honest, fair, and calm build trust and promote justice. Leaders who lack morals cause corruption and make the public lose trust (The Holy Bible, New International Version, 2011).

    When leaders act unethically, bad behavior can spread, leading to misuse of power and less safety in the community. This hurts people and weakens justice. That is why leaders must always act with high moral standards to keep peace and fairness (Crank & Caldero, 2020).

    **Importance of a Biblical Worldview in Leadership**

    A Biblical worldview teaches justice, humility, service, and respect. Leaders with this view focus on being ethical and serving others, caring about their community and team. Even if not everyone shares this view, these values match many common ethics and help leaders make good decisions. Using these ideas can improve the work environment and build trust with the public (Pollock, 2022).

    **## JamieBaileyWK3.docx**

    **Jamie Bailey**

    **Discussion Thread: Standard Operating Procedures – Ethics in Criminal Justice Leadership**

    Police and corrections departments have an important job to keep justice and gain the trust of the public. Because of this, their Standard Operating Procedures must clearly state ethical rules to stop bad behavior and encourage responsibility. Below is a list of behaviors that are not acceptable and should be part of the ethics rules in SOPs, along with reasons why.

    **Unacceptable Behaviors**

    1.
    **Accepting gratuities:** Taking gifts, favors, money, or anything free that can affect fairness.

    2.
    **Using unnecessary force:** Hurting or emotionally abusing suspects or people in custody.

    3.
    **Discrimination:** Treating people badly because of their race, age, gender, religion, culture, sexual preference, or nationality.

    4.
    **Lying:** Making up facts to blame or protect someone unfairly.

    5.
    **Breaking laws, rights, or procedures:** Doing things like false arrests or false reports on purpose.

    6.
    **Abuse of authority:** Using power to scare, control, or get personal benefits.

    7.
    **Neglect of duty:** Not doing assigned work or ignoring important tasks.

    8.
    **Retaliation against whistleblowers:** Punishing workers who report wrong actions.

    9.
    **Misusing department resources:** Using department property, money, or time for personal reasons.

    10.
    **Insubordination:** Refusing to follow orders or being disrespectful to supervisors or coworkers.

    **Reasons to Include These Behaviors**

    These rules help make clear what is right and wrong. Each bad behavior hurts the department’s honesty, work, and the public’s trust. For example, abusing power and punishing whistleblowers make the workplace unsafe and hide problems. Ignoring duties and wasting resources can make the department less effective and unsafe. Respecting orders keeps the team working well together. These rules help build a fair, responsible, and respectful workplace (Crank & Caldero, 2020; Pollock, 2022).

    **Why These Behaviors Matter in Any Field, and Especially in My Role**

    Ethical behavior is important in every profession because it creates trust, promotes fairness, and supports teamwork. Without ethics, people lose confidence in their leaders and coworkers, which leads to confusion and conflict. In criminal justice, this is especially true because decisions affect people’s freedoms and lives.

    Working as a Casework Counselor II in the Department of Corrections, I see how important ethics are every day. My job involves helping individuals in custody make better choices and prepare for life outside prison. If staff do not follow ethical rules, it hurts the people we serve and can cause more harm than good. For example, discrimination or abuse of authority breaks down trust and makes it harder to help offenders change. Likewise, lying or covering up mistakes damages the entire system. Upholding these ethical behaviors is not just about rules, it’s about treating people with dignity and supporting a safer, fairer society.

    **Reflection on 1 Timothy 3:2**

    1 Timothy 3:2 says a leader must be “above reproach,” meaning leaders must have strong character and honesty. In criminal justice, leaders set an example for others. Their behavior affects their team and how the public sees law enforcement. Leaders who are honest, fair, and calm build trust and promote justice. Leaders who lack morals cause corruption and make the public lose trust (The Holy Bible, New International Version, 2011).

    When leaders act unethically, bad behavior can spread, leading to misuse of power and less safety in the community. This hurts people and weakens justice. That is why leaders must always act with high moral standards to keep peace and fairness (Crank & Caldero, 2020).

    **Importance of a Biblical Worldview in Leadership**

    A Biblical worldview teaches justice, humility, service, and respect. Leaders with this view focus on being ethical and serving others, caring about their community and team. Even if not everyone shares this view, these values match many common ethics and help leaders make good decisions. Using these ideas can improve the work environment and build trust with the public (Pollock, 2022).

    **## DiscussionAssignmentInstructionsCJUS350.docx**

    CJUS 350

    **Discussion Assignment Instructions**

    The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

    **## EliseTwymanWK3.docx**

    Elise Twyman

    Many unacceptable behaviors could be added to this list. However, I will be focusing on behaviors that erode the police from the inside and those that further erode the public image. My first addition, which is included in many departments' procedures, is a prohibition on any form of fraternization. Fraternization and inappropriate relationships can erode team cohesion. These relationships can develop into drama and lead to favoritism. There is no reason to develop relationships beyond being coworkers and friends at work. This leads me to my next addition to the unacceptable behaviors list, which is Quid Pro Quo. Quid Pro Quo is Latin for “something for something.” In cases where “quid pro quo” is used, it could lead to a breakdown in trust. Innocent situations, such as helping someone with their project when you helped fix their car, are delicate. However, when these situations escalate to cases where someone commits a crime and is covered because they once covered for someone else, they become inappropriate. Another inappropriate behavior is hazing. While some people may not mind the light-hearted jokes, others may take them very seriously. Hazing can also develop into violent or improper acts. Also, posting in uniform is inappropriate. You are a professional when you are in uniform and are representing your workplace. There is absolutely no reason to post on your personal profile videos or photos of yourself in uniform. To complement this, I would like to add that political involvement is inappropriate. You can have your own views and opinions; however, when you are a “Guardian” of the public, you cannot choose sides (Pollock, 2022).

            Leaders need to have great character and integrity. Leaders are often developing the team members below them, and subordinates will replicate their behavior. Change begins with leaders. 1 Timothy 3:2 states that all leaders should have good character, as they are the face of the organization. Everyone remembers great leaders because they had a lasting impact on us. In many cases, good leaders make or break an organization.

    Leaders should also have good morals. The Christian worldview is well-rounded, and every leader in some way embodies the Christian worldview. They may not always perfectly fit the model because we are all human. Good leaders are continually improving, and the Christian and Biblical worldview is about improvement. All the traits that make a bad leader are counter to the Biblical worldview and ethical basis. Many people are not Christian but still embody these values.

    **## JamieBaileyWK3.docx**

    **Jamie Bailey**

    **Discussion Thread: Standard Operating Procedures – Ethics in Criminal Justice Leadership**

    Police and corrections departments have an important job to keep justice and gain the trust of the public. Because of this, their Standard Operating Procedures must clearly state ethical rules to stop bad behavior and encourage responsibility. Below is a list of behaviors that are not acceptable and should be part of the ethics rules in SOPs, along with reasons why.

    **Unacceptable Behaviors**

    1.
    **Accepting gratuities:** Taking gifts, favors, money, or anything free that can affect fairness.

    2.
    **Using unnecessary force:** Hurting or emotionally abusing suspects or people in custody.

    3.
    **Discrimination:** Treating people badly because of their race, age, gender, religion, culture, sexual preference, or nationality.

    4.
    **Lying:** Making up facts to blame or protect someone unfairly.

    5.
    **Breaking laws, rights, or procedures:** Doing things like false arrests or false reports on purpose.

    6.
    **Abuse of authority:** Using power to scare, control, or get personal benefits.

    7.
    **Neglect of duty:** Not doing assigned work or ignoring important tasks.

    8.
    **Retaliation against whistleblowers:** Punishing workers who report wrong actions.

    9.
    **Misusing department resources:** Using department property, money, or time for personal reasons.

    10.
    **Insubordination:** Refusing to follow orders or being disrespectful to supervisors or coworkers.

    **Reasons to Include These Behaviors**

    These rules help make clear what is right and wrong. Each bad behavior hurts the department’s honesty, work, and the public’s trust. For example, abusing power and punishing whistleblowers make the workplace unsafe and hide problems. Ignoring duties and wasting resources can make the department less effective and unsafe. Respecting orders keeps the team working well together. These rules help build a fair, responsible, and respectful workplace (Crank & Caldero, 2020; Pollock, 2022).

    **Why These Behaviors Matter in Any Field, and Especially in My Role**

    Ethical behavior is important in every profession because it creates trust, promotes fairness, and supports teamwork. Without ethics, people lose confidence in their leaders and coworkers, which leads to confusion and conflict. In criminal justice, this is especially true because decisions affect people’s freedoms and lives.

    Working as a Casework Counselor II in the Department of Corrections, I see how important ethics are every day. My job involves helping individuals in custody make better choices and prepare for life outside prison. If staff do not follow ethical rules, it hurts the people we serve and can cause more harm than good. For example, discrimination or abuse of authority breaks down trust and makes it harder to help offenders change. Likewise, lying or covering up mistakes damages the entire system. Upholding these ethical behaviors is not just about rules, it’s about treating people with dignity and supporting a safer, fairer society.

    **Reflection on 1 Timothy 3:2**

    1 Timothy 3:2 says a leader must be “above reproach,” meaning leaders must have strong character and honesty. In criminal justice, leaders set an example for others. Their behavior affects their team and how the public sees law enforcement. Leaders who are honest, fair, and calm build trust and promote justice. Leaders who lack morals cause corruption and make the public lose trust (The Holy Bible, New International Version, 2011).

    When leaders act unethically, bad behavior can spread, leading to misuse of power and less safety in the community. This hurts people and weakens justice. That is why leaders must always act with high moral standards to keep peace and fairness (Crank & Caldero, 2020).

    **Importance of a Biblical Worldview in Leadership**

    A Biblical worldview teaches justice, humility, service, and respect. Leaders with this view focus on being ethical and serving others, caring about their community and team. Even if not everyone shares this view, these values match many common ethics and help leaders make good decisions. Using these ideas can improve the work environment and build trust with the public (Pollock, 2022).

    **## DiscussionAssignmentInstructionsCJUS350.docx**

    CJUS 350

    **Discussion Assignment Instructions**

    The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

    **## EliseTwymanWK3.docx**

    Elise Twyman

    Many unacceptable behaviors could be added to this list. However, I will be focusing on behaviors that erode the police from the inside and those that further erode the public image. My first addition, which is included in many departments' procedures, is a prohibition on any form of fraternization. Fraternization and inappropriate relationships can erode team cohesion. These relationships can develop into drama and lead to favoritism. There is no reason to develop relationships beyond being coworkers and friends at work. This leads me to my next addition to the unacceptable behaviors list, which is Quid Pro Quo. Quid Pro Quo is Latin for “something for something.” In cases where “quid pro quo” is used, it could lead to a breakdown in trust. Innocent situations, such as helping someone with their project when you helped fix their car, are delicate. However, when these situations escalate to cases where someone commits a crime and is covered because they once covered for someone else, they become inappropriate. Another inappropriate behavior is hazing. While some people may not mind the light-hearted jokes, others may take them very seriously. Hazing can also develop into violent or improper acts. Also, posting in uniform is inappropriate. You are a professional when you are in uniform and are representing your workplace. There is absolutely no reason to post on your personal profile videos or photos of yourself in uniform. To complement this, I would like to add that political involvement is inappropriate. You can have your own views and opinions; however, when you are a “Guardian” of the public, you cannot choose sides (Pollock, 2022).

            Leaders need to have great character and integrity. Leaders are often developing the team members below them, and subordinates will replicate their behavior. Change begins with leaders. 1 Timothy 3:2 states that all leaders should have good character, as they are the face of the organization. Everyone remembers great leaders because they had a lasting impact on us. In many cases, good leaders make or break an organization.

    Leaders should also have good morals. The Christian worldview is well-rounded, and every leader in some way embodies the Christian worldview. They may not always perfectly fit the model because we are all human. Good leaders are continually improving, and the Christian and Biblical worldview is about improvement. All the traits that make a bad leader are counter to the Biblical worldview and ethical basis. Many people are not Christian but still embody these values.

    **## JamieBaileyWK3.docx**

    **Jamie Bailey**

    **Discussion Thread: Standard Operating Procedures – Ethics in Criminal Justice Leadership**

    Police and corrections departments have an important job to keep justice and gain the trust of the public. Because of this, their Standard Operating Procedures must clearly state ethical rules to stop bad behavior and encourage responsibility. Below is a list of behaviors that are not acceptable and should be part of the ethics rules in SOPs, along with reasons why.

    **Unacceptable Behaviors**

    1.
    **Accepting gratuities:** Taking gifts, favors, money, or anything free that can affect fairness.

    2.
    **Using unnecessary force:** Hurting or emotionally abusing suspects or people in custody.

    3.
    **Discrimination:** Treating people badly because of their race, age, gender, religion, culture, sexual preference, or nationality.

    4.
    **Lying:** Making up facts to blame or protect someone unfairly.

    5.
    **Breaking laws, rights, or procedures:** Doing things like false arrests or false reports on purpose.

    6.
    **Abuse of authority:** Using power to scare, control, or get personal benefits.

    7.
    **Neglect of duty:** Not doing assigned work or ignoring important tasks.

    8.
    **Retaliation against whistleblowers:** Punishing workers who report wrong actions.

    9.
    **Misusing department resources:** Using department property, money, or time for personal reasons.

    10.
    **Insubordination:** Refusing to follow orders or being disrespectful to supervisors or coworkers.

    **Reasons to Include These Behaviors**

    These rules help make clear what is right and wrong. Each bad behavior hurts the department’s honesty, work, and the public’s trust. For example, abusing power and punishing whistleblowers make the workplace unsafe and hide problems. Ignoring duties and wasting resources can make the department less effective and unsafe. Respecting orders keeps the team working well together. These rules help build a fair, responsible, and respectful workplace (Crank & Caldero, 2020; Pollock, 2022).

    **Why These Behaviors Matter in Any Field, and Especially in My Role**

    Ethical behavior is important in every profession because it creates trust, promotes fairness, and supports teamwork. Without ethics, people lose confidence in their leaders and coworkers, which leads to confusion and conflict. In criminal justice, this is especially true because decisions affect people’s freedoms and lives.

    Working as a Casework Counselor II in the Department of Corrections, I see how important ethics are every day. My job involves helping individuals in custody make better choices and prepare for life outside prison. If staff do not follow ethical rules, it hurts the people we serve and can cause more harm than good. For example, discrimination or abuse of authority breaks down trust and makes it harder to help offenders change. Likewise, lying or covering up mistakes damages the entire system. Upholding these ethical behaviors is not just about rules, it’s about treating people with dignity and supporting a safer, fairer society.

    **Reflection on 1 Timothy 3:2**

    1 Timothy 3:2 says a leader must be “above reproach,” meaning leaders must have strong character and honesty. In criminal justice, leaders set an example for others. Their behavior affects their team and how the public sees law enforcement. Leaders who are honest, fair, and calm build trust and promote justice. Leaders who lack morals cause corruption and make the public lose trust (The Holy Bible, New International Version, 2011).

    When leaders act unethically, bad behavior can spread, leading to misuse of power and less safety in the community. This hurts people and weakens justice. That is why leaders must always act with high moral standards to keep peace and fairness (Crank & Caldero, 2020).

    **Importance of a Biblical Worldview in Leadership**

    A Biblical worldview teaches justice, humility, service, and respect. Leaders with this view focus on being ethical and serving others, caring about their community and team. Even if not everyone shares this view, these values match many common ethics and help leaders make good decisions. Using these ideas can improve the work environment and build trust with the public (Pollock, 2022).

    – 1
    – 2
    – 3

  • [Solved] Assigment .Apa seven . All instructions attached.

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    Executive Solution Overview

    – ## CaseStudyonEthicalPrinciples.docx **## CaseStudyonEthicalPrinciples.docx** _Case Study on Ethical Principles_ Instructions: Using the following link: U. S. Department of Health and Human Services. (1979). _The Belmont report._ Office for Human Research Protections. [https://www.hhs.gov/ohrp/reg…

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    Assignment Prompt & Instructions

    – ## CaseStudyonEthicalPrinciples.docx

    **## CaseStudyonEthicalPrinciples.docx**

    _Case Study on Ethical Principles_

    Instructions:

    Using the following link:

    U. S. Department of Health and Human Services. (1979).
    _The Belmont report._ Office for Human Research Protections.
    [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.htmlLinks to an external site.](https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html)

    Read the Belmont’s Report: Using the topic selected for your practice change project, create a case study that describes how the ethical principles of respect for persons, beneficence, and justice will be protected during your project.

    Contribute a minimum of 5-6 pages. It should include at least 3 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism.

    **Official Rubric for Case Study Rubric**

    | | | |
    | — | — | — |
    | – Official Rubric for Case Study Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCritical Thinking and Logical Reasoning<br>Development of Ideas | **40 to >36.0 ptsExcellent** The case study provided all basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents excellent evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**36 to >32.0 ptsGood** The case study provided the most basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents good evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**32 to >28.0 ptsFair** The case study provided some basic and complex details, identifying the situation, problem, or diagnosis. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents limited evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**28 to >24.0 ptsPoor** The case study provided only minimal details and lacked a clear identification of the situation, problem, or diagnosis. The thought process to present alternatives, solutions, or the required information is not linked to the analysis. Finally, the student presents weak or no evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**24 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 40 pts |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery | **25 to >23.0 ptsExcellent** The response shows exemplary mastery of the theoretical concepts applicable to the situation, recognizing all basic and complex factors. Furthermore, based on the case study presented, the response exceeds the requested information.<br> <br>**23 to >20.0 ptsGood** The response shows good mastery of the theoretical concepts applicable to the situation, recognizing the most basic and complex factors. Based on the situation presented, the response complies with the information requested.<br> <br>**20 to >18.0 ptsFair** The response shows fair mastery of the theoretical concepts applicable to the situation, recognizing the basic factors. However, based on the situation presented, the response minimally complies with the information requested.<br> <br>**18 to >15.0 ptsPoor** The response does not show mastery of the professional theoretical concepts applicable to the situation. Analysis misses many factors and details. The response does not comply with the information requested.<br> <br>**15 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 25 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics, Grammar, and APA | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >6.0 ptsPoor** Severe (8 – 10) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**6 to >0 ptsUnacceptable** Unacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormat<br>Organization and Presentation of Information | **10 to >9.0 ptsExcellent** The document has a high level of professional appearance. Material is formatted exceptionally well, presented in a highly organized fashion, and aligned with assignment requirements. Includes sections and subtitles as required.<br> <br>**9 to >8.0 ptsGood** The document has a good, professional appearance. Overall, the material is formatted and presented in an organized fashion, aligned with assignment requirements. Includes sections and subtitles as required.<br> <br>**8 to >7.0 ptsFair** The presentation of information does not appear professional or approaching proficiency. For example, the assignment missed required sections, subtitles, or other elements.<br> <br>**7 to >6.0 ptsPoor** The presentation of information lacks a clear demonstration of a professional appearance. The assignment is missing several required sections, subtitles, or other elements.<br> <br>**6 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 10 pts |

    Total Points: 100

    **## CaseStudyonEthicalPrinciples.docx**

    _Case Study on Ethical Principles_

    Instructions:

    Using the following link:

    U. S. Department of Health and Human Services. (1979).
    _The Belmont report._ Office for Human Research Protections.
    [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.htmlLinks to an external site.](https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html)

    Read the Belmont’s Report: Using the topic selected for your practice change project, create a case study that describes how the ethical principles of respect for persons, beneficence, and justice will be protected during your project.

    Contribute a minimum of 5-6 pages. It should include at least 3 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism.

    **Official Rubric for Case Study Rubric**

    | | | |
    | — | — | — |
    | – Official Rubric for Case Study Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCritical Thinking and Logical Reasoning<br>Development of Ideas | **40 to >36.0 ptsExcellent** The case study provided all basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents excellent evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**36 to >32.0 ptsGood** The case study provided the most basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents good evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**32 to >28.0 ptsFair** The case study provided some basic and complex details, identifying the situation, problem, or diagnosis. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents limited evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**28 to >24.0 ptsPoor** The case study provided only minimal details and lacked a clear identification of the situation, problem, or diagnosis. The thought process to present alternatives, solutions, or the required information is not linked to the analysis. Finally, the student presents weak or no evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**24 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 40 pts |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery | **25 to >23.0 ptsExcellent** The response shows exemplary mastery of the theoretical concepts applicable to the situation, recognizing all basic and complex factors. Furthermore, based on the case study presented, the response exceeds the requested information.<br> <br>**23 to >20.0 ptsGood** The response shows good mastery of the theoretical concepts applicable to the situation, recognizing the most basic and complex factors. Based on the situation presented, the response complies with the information requested.<br> <br>**20 to >18.0 ptsFair** The response shows fair mastery of the theoretical concepts applicable to the situation, recognizing the basic factors. However, based on the situation presented, the response minimally complies with the information requested.<br> <br>**18 to >15.0 ptsPoor** The response does not show mastery of the professional theoretical concepts applicable to the situation. Analysis misses many factors and details. The response does not comply with the information requested.<br> <br>**15 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 25 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics, Grammar, and APA | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >6.0 ptsPoor** Severe (8 – 10) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**6 to >0 ptsUnacceptable** Unacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormat<br>Organization and Presentation of Information | **10 to >9.0 ptsExcellent** The document has a high level of professional appearance. Material is formatted exceptionally well, presented in a highly organized fashion, and aligned with assignment requirements. Includes sections and subtitles as required.<br> <br>**9 to >8.0 ptsGood** The document has a good, professional appearance. Overall, the material is formatted and presented in an organized fashion, aligned with assignment requirements. Includes sections and subtitles as required.<br> <br>**8 to >7.0 ptsFair** The presentation of information does not appear professional or approaching proficiency. For example, the assignment missed required sections, subtitles, or other elements.<br> <br>**7 to >6.0 ptsPoor** The presentation of information lacks a clear demonstration of a professional appearance. The assignment is missing several required sections, subtitles, or other elements.<br> <br>**6 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 10 pts |

    Total Points: 100

  • [Solved] Research Paper WK3

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    Executive Solution Overview

    Please see attached. – ## ResearchPaperCaseSummaryAssignmentInstructionsWK3.docx **## ResearchPaperCaseSummaryAssignmentInstructionsWK3.docx** CJUS 350 **Research Paper: Case Summary Assignment Instructions** Overview Since 1963, a series of United States Supreme Court case decisions have clarified …

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    Assignment Prompt & Instructions

    Please see attached.

    – ## ResearchPaperCaseSummaryAssignmentInstructionsWK3.docx

    **## ResearchPaperCaseSummaryAssignmentInstructionsWK3.docx**

    CJUS 350

    **Research Paper: Case Summary Assignment Instructions**

    Overview

    Since 1963, a series of United States Supreme Court case decisions have clarified that in criminal cases, prosecutors must disclose to the defense evidence favorable to the defendant. This includes information that may be used to impeach the credibility of government witnesses, including law enforcement officers. These decisions mean that police officers who have documented histories of lying-in official matters are liabilities to their agencies, and these histories may render them unable to testify credibly.

    Instructions

    Summarize the main issues that are involved in the following United States Supreme Court cases. You must have at least 2–3 pages, not including your title page.

    ·
    _Brady v. Maryland_, 373 U.S. 83 (1963)

    ·
    _Giglio v. United States_, 405 U.S. 150 (1972)

    ·
    _United States v. Agurs_, 427 U.S. 97 (1976)

    You will format your paper in current APA format. Your research paper must have a title page which must not be numbered and does not count toward the total page count of the paper. A complete reference page using a proper
    alphabetical format must be at the end of the paper. The paper must include at least 3-5 scholarly sources to include the class textbooks and the Bible.

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

    | | | |
    | — | — | — |
    | | | |

    **## ResearchPaperCaseSummaryAssignmentInstructionsWK3.docx**

    CJUS 350

    **Research Paper: Case Summary Assignment Instructions**

    Overview

    Since 1963, a series of United States Supreme Court case decisions have clarified that in criminal cases, prosecutors must disclose to the defense evidence favorable to the defendant. This includes information that may be used to impeach the credibility of government witnesses, including law enforcement officers. These decisions mean that police officers who have documented histories of lying-in official matters are liabilities to their agencies, and these histories may render them unable to testify credibly.

    Instructions

    Summarize the main issues that are involved in the following United States Supreme Court cases. You must have at least 2–3 pages, not including your title page.

    ·
    _Brady v. Maryland_, 373 U.S. 83 (1963)

    ·
    _Giglio v. United States_, 405 U.S. 150 (1972)

    ·
    _United States v. Agurs_, 427 U.S. 97 (1976)

    You will format your paper in current APA format. Your research paper must have a title page which must not be numbered and does not count toward the total page count of the paper. A complete reference page using a proper
    alphabetical format must be at the end of the paper. The paper must include at least 3-5 scholarly sources to include the class textbooks and the Bible.

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

    | | | |
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  • [Solved] Disss 44

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    200 words **What are some hallmarks of the collectivistic values within Arab-American societies, and how might those hallmarks play out in counseling within your setting of interest?**

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    200 words **What are some hallmarks of the collectivistic values within Arab-American societies, and how might those hallmarks play out in counseling within your setting of interest?**

  • [Solved] Psychology homework

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    In-depth study guidance and analytical solution covering Psychology homework.

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  • [Solved] OM

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    To assess own leadership skills. **Content Requirements:** 1. Determine your preferred leadership style using The Foundation of Nursing Leadership's [Leadership Development – Test One – What is your leadership style?Links to an external site.](http://www.nursingleadership.org.uk/test1.php) 2. Analyz…

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    To assess own leadership skills.
    **Content Requirements:**
    1. Determine your preferred leadership style using The Foundation of Nursing Leadership's [Leadership Development – Test One – What is your leadership style?Links to an external site.](http://www.nursingleadership.org.uk/test1.php)
    2. Analyze your leadership’s skills based on your self-assessment.
    3. Identify strengths and opportunities for improvement based on your self-assessment.
    4. Create an action plan to address self-assessment capitalizing on strengths and addressing opportunities for improvement.