1)  Identify your community (Washington DC), and reflect on a local public issue that needs improvement and/or has been revised or updated (e.g., improved roadways, improved processing at the Department of Motor Vehicles [DMV], new traffic construction, improved public parking, safer public parks, implementation of recreation projects, addition of bike paths). Determine what types of information that the public organization manager needed to properly solve the issue. As your guide, ensure to frame your response using Simon’s four decision-making strategies listed in the Unit IV Lesson.

Your journal entry must be at least 200 words in length. No references or citations are necessary.

, 5 quest2)  Reflecting on the unit readings for budget strategies, identify and discuss examples of revenue streams for a nonprofit organization in your community. Examples of local public services could include fire services, library facilities, community projects, or nonprofit public services. Discuss a strategy that was effective or one that was not. 

Your journal entry must be at least 200 words in length. No references or citations are necessary.

3)  The words financial accountability and agency transparency are great buzzwords when it comes  to effective governing. Based on your experience or news events, reflect on the pros and cons of administrators or agency offices providing too much financial information to the public. Will public offices (or individuals) be open to having the citizenry scrutinize financial information or decisions? 

Your journal entry must be at least 200 words in length. No references or citations are necessary.

4)  Reflect on a past experience in the workplace or with an organization, and summarize the difference between hiring for quotas and hiring on merits alone. Is either one discrimination? Why, or why not? 

Your journal entry must be at least 200 words in length. No references or citations are necessary

5)  Suggest which public services would serve the citizenry more effectively in your local community. Reflect on advantages and disadvantages if oversight roles were switched (e.g., if the state rather than the local government began providing oversight for police and fire protection), or discuss if the local government alone should have complete control of public education in your community. 

Your journal entry must be at least 200 words in length. No references or citations are  necessary.

Instructions

As a manager in a medical records department for a community hospital, you were asked to provide a presentation to health care providers on how to safeguard patients’ medical records and explain the legal reporting requirements. You were asked to include the following information:

1) Discuss regulations relating to safeguarding health information.

2) Explain the mandatory contents and legal obligation of providers to maintain accurate medical records.

3) Explain patient and provider obligations to protect the privacy of health information.

4) Describe the legal defense of an employee accused of mismanaging a patient’s health information.

5) Describe a patient’s legal argument concerning the release of inaccurate information concerning their health to the public.

6) Explain what is meant by legal reporting requirements.

7) Identify three legal reportable events.

Your presentation should consist of at least eight slides, not including the title and references slides.

PowerPoint Requirements:

1) Include a title slide.

2) Use short bullet points for each slide.

3) Add three or more graphics and a table or graph if appropriate.

4) All graphics must be cited.

5) Include Speaker Notes so that the information on the slide contains simple bulleted phrases and the notes expand on those bullets with complete sentences as if you would use them in an oral presentation.

6) Include a reference slide with at least three references.

 

Proposal for Thematic Springboard Paper

 

1Thematic SpringboardDirectionsand RubricENG2102 -Spring202130% of final gradeDeadlinesDiscussion of Movies Prof. H Has Seen due: Thursday, February 18Proposal due:Tuesday, February23Discussion post due: Tuesday, February23Discussion replies due: Tuesday, March2Rough draft due: Thursday, March 4Final paper due: Thursday,March 25Submission checklist due: Thursday, March 25TopicRequirementsChoose one of the articlesfrom “Barbara’s Recommended Articles”to be your key analyticalarticle. Using the main argument and supporting ideas from the article,analyzeamoviethat is NOT mentioned in the article. Yourfocus moviemust be a movie that Prof. Hirschfelder has seen.You must include supporting details from the focus movie and include the required number of quotations (see below) from your key analytical article and at least 2 other analytical articles.Example papers are postedunder Modules in Canvas.Submission Requirements□Your paper must be at least 2000words (suggested maxof 2400 words).A paper less than 2000 words will receive a grade of zero.□Highlightor underlineall quotations from the movie and articles.□Submit your paper to Turnitin.com.□Complete the Submission Checklist on Canvas.□If you used the 24-hour extension and/or the one-week extension for the Scene Analysis, you can CANNOTtake advantage oftheusedextension(s) on this paper. Content Requirements and TipsI will use a rubric that evaluatesthe six areas below, ranking each one as either Excellent, Competent, Marginal, or Below Expectations. A paper that is below expectations in one or more areasmay notearn a passing grade.Each area is introduced with a general summary and is followed by important requirementsand tips.1)Introduction and FocusYourpaper’s focus is on topic, sufficiently limited, and unified. The introduction effectively identifies the key elements of the paper (movie and analytical article) and properly quotesthe thesis of the analytical article. Your thesis is positioned emphatically at the end of the intro and effectivelysumsup your main argument. □In your intro, reference your key analytical article by identifying the author(s) by full name, giving the full article title, and quoting the article’s thesis statement.Also identify your focus movie.□Your thesis should be analytical (not factual).Your thesis should sum up what your analysis proves about your focusmovieand should clearly relate to the thesis statement of the key analytical article.□Do not quote in your thesis, except if you need to emphasize a key phrase from your analytical article.2)Organization Your paper’s organization progresses logically, appropriately dividinginto 3-5body sections,and incorporates effective topic sentences and transitions.□Analyze some aspect of the focusmoviein each body paragraph. You may include brief references to other movies(including movies analyzed in the key analytical article) when relevant and useful.□Each topic sentence (placed at the beginning of each body paragraph) should sum up what you prove in that paragraphANDexplain the connection to your thesis statement.oDo NOTquotefrom a sourceor summarize the movie in your topic sentences.□Each section should consist of 1 or more paragraphs. Avoid paragraphs more than a pagelong.

2□You don’t have to organize details chronologically. Perhaps divide into typesof symbols or themes.□Include a conclusionparagraph.3)Supporting EvidenceYour paper has sufficient and relevant supporting evidence from the focus movie, keyanalytical article, and additional articles as indicated below,following the quotinglimitsgiven below. Appropriate theoretic and insightful quotations from sources are chosen. □Do not summarize the movie just to give background; when you include a detail or event, you mustanalyze its significance.□Discussaspects of the movie (narrative elements, cinematography, editing, etc.)that support your thesis. An excellent analysiswould exploreoverlooked, obscure details viewers are likely to miss.□Avoid using quotations that simply summarize the movie. Use quotes that provide insightful comments about the movie.□You must quote from at least 3 analytical articles (including your key article). The maximum number of articles allowed is 5.□Quoting minimums and maximums:o5-8quotes from the key analytical articleo4-5quotes totalfrom all other articlesoAll other articlesmustinclude at least 2 analytical articles (besides your key article)oOptionally, include quotes from the focus movie and other relevant movies.□Use your computer’s highlighting or underlining feature to mark each quotation in your paper.4)AnalysisYour paperdemonstrates an understanding of the key analytical article by analyzing specific aspectsof the focusmovie, with more analysis than quoting and description. The analysis effectively relates each supporting detail to the thesis and explains the significance of all passages quoted. □Include analysis in each body paragraph.□Analyze the significance of eachsupportingdetailfrom the focusmovie.□Analyze the significanceof all quotesfromyour sources.□Analysis might explore these types of questions:oHow does this quotation or detail relate to your thesis?oWhy did you choose this quotation or detail?oHow does this quotation or detail relate to other quotes you have included?oWhy do you agree or disagree with the author’s interpretation?oHow does this source agree with or differ from your other sources?□Effective analysis often comprises 2/3 of a paper, with only 1/3 being quoting and summary.5)MLA Format Your paper follows MLA rules for paper format, quotations, signal phrases, page references for the article, and a works cited section for all sources.□Each time you quote, you need to include a signal phrase.□It is optional to include time-stamps for movie quotes or page referencesfrom websitesarticles.1□Include the focus moviein your works cited section identifying the format you used towatch the movie (such as Netflixor DVD).Do NOTinclude entries for other movies mentioned in your paper.□Include a URL address, accession number (AN), or digital object identifier (DOI) for each article.□Required: Usethe 8thed. MLA format for the works cited.I willpenalize for errors in thisformat.6)Grammar / Standard ConventionsYour paper follows standard rules for diction, syntax, and grammar as well as conventions for titles, names, and tense. There are few major errors and a limited number of minor errors. □Review the corrections I made on your Scene Analysis.Searchfor the same mistakes in this paper.□Use MLA conventions for movie and article titles, use of present tense, and namesof characters.□I will not mark or correct all erros.

 

Project Four 

500 WORDS

Read the section on boot camps in text including section on representative boot camps. Watch following videos and read summary below. Answer the following in paragraph form.

1. Are juvenile boot camps a valid form of treatment for juvenile offenders?
2. What do you think are their pros and cons?
3. What type of offender would they best serve?
4. Would they have worked with you if you were sentenced to boot camp when you were 16 years-old?

Review the followinghttps://www.youtube.com/watch?v=KDEpF8IKxEMhttps://www.rollingstone.com/culture/culture-news/life-and-death-in-a-troubled-teen-boot-camp-31639/https://www.youtube.com/watch?v=x4yG6yuhHqI

What are juvenile boot camps?Juvenile boot camps are correctional programs for delinquent youth in a military-style environment. These programs typically emphasize discipline and physical conditioning and were developed as a rigorous alternative to longer terms of confinement in juvenile correctional facilities. Many, but not all, of these programs are followed by a period of probation or some form of aftercare. Boot camps are generally restricted to non-violent or first-time offenders

.Are boot camps effective?Boot camps do not reduce recidivism. Numerous studies of adult and juvenile boot camps have shown that graduates do no better in terms of recidivism than offenders who were incarcerated or, in some cases, than those sentenced to regular probation supervision. In fact, some researchers have found that boot camp graduates are more likely to be re-arrested or are re-arrested more quickly than other offenders.Boot camps may not be cost effective. Although some boot camps enable jurisdictions to save money because youth serve shorter sentences, others have found that the extra costs of operating boot camps outweigh the benefits. For example, boot camps tend to be more labor intensive and more expensive to operate. If youth are sentenced to a boot camp when they could have been placed in probation or a community-based program, jurisdictions are actually losing money.Experts agree that a confrontational approach is not appropriate. Most correctional and military experts agree that a confrontational model, employing tactics of intimidation and humiliation, is counterproductive for most youth in the juvenile justice system. The use of this kind of model has led to disturbing incidents of abuse. For youth of color (who represent the vast majority of the juveniles sentenced to boot camps)-as well as for youth with emotional, behavioral, or learning problems-degrading tactics may be particularly inappropriate and potentially damaging. The bullying style and aggressive interactions that characterize the boot camp environment fail to model the pro-social behavior and development of empathy that these youth really need to learn.Positive changes demonstrated while in the program may not last when a youth returns to his community. Many adult and juvenile offenders sentenced to boot camps report that the program is helpful to them and they feel more positive about their futures. It is unclear, however, whether these attitudinal changes persist after youth leave the boot camp, or whether they are related to actual changes in behavior once a youth returns to his community. Without significant therapeutic intervention while in the program, as well as specialized aftercare following release, boot camp programs have been consistently unsuccessful in “rehabilitating” juvenile or adult offenders.Boot camps are not a “quick fix.” Most boot camps have high drop-out rates (as many as half fail to graduate in some programs), and staff in at least one juvenile program have expressed concern that too many youth lack the maturity and self-control to succeed in a military-style program. After leaving boot camp, youth are not prepared for productive lives in their communities. The Office of Justice Programs of the U.S. Department of Justice has suggested that, for boot camps to be effective, they must incorporate a full range of rehabilitative services and programs, including education, substance abuse treatment, individualized case management, and mental health care. Clearly, the idea of “shock incarceration” as a tough, low-cost alternative to more intensive juvenile justice programming has not been borne out by our 15 years of experience with boot camps across

What is the alternative?Youth who are involved with the juvenile justice system require an individualized approach that takes their strengths and needs into account. Programs and policies should be family-centered, including the family in all decision making about a child, as well as culturally and developmentally appropriate. Research has shown that small, community-based programs are more effective and less costly than correctional institutions, for the majority of children who come into contact with the juvenile justice system. Rather than removing children from their families and communities, which only increases their difficulties and sense of marginalization, most youth can be managed in their communities while they receive a full range of rehabilitative services, including mental health and substance abuse treatment. 

Correlation or causation?

Because economics deals with real-world situations, it is difficult to hold the kind of experiment necessary to prove absolute causation. Economic tools can easily uncover correlations, which show relationships between two factors. Remember, though, that no matter how concrete they may seem, these correlations do not prove causation. Confusing causation with correlation can lead to thoughtless claims being made. Two factors might have a reverse relationship, or even a third variable that is causing both of the two related factors.

In Chapter 5 of Freakonomics, Levitt and Dubner argue that research refutes the conventional wisdom held by most parents that what a parent does makes a difference in whether a child succeeds. What is the basis for their argument? What might be an explanation for their strange conclusion?

When looking at statistical data over a period of time, what does “correlation” mean? How is it different from “causation?” Explain two examples from your experience where you have observed “correlation” being confused with “causation.” The first example must be from before the coronavirus epidemic; the second example must be from during the coronavirus epidemic.

Audience: Even though you are writing this essay for a class, you should write it so that readers outside our class will be able to understand your essay’s purpose and your position.  Pretend that if people found a copy of your essay in a cafe, they would understand clearly the context of the essay, your purpose, and the evidence you provide.

Successful essays will…

Reference and respond to Levitt and Dubner’s definition of causation and correlation.

Allude to the importance of conventional wisdom in identify/misidentifying causation.

Summarize the authors’ conclusion on the influence of parents on their children’s success.

Include an example from your own experience or observation that confused correlation with causation from before the current health crisis.

Include an example from your own experience or observation that has confused correlation with causation from during the current health crisis.