Cover letters are recommended, and in some instances required, for job applications. If you want to stand out from other candidates, you will want to write a unique cover letter for each position you apply to.
Cover letters allow you to clarify, detail, and expand on your most relevant skills and competencies. In addition, a cover letter allows you to showcase your written communication skills.
It is important that you have a compelling cover letter. To write an impactful cover letter, you need to answer the following questions before you begin composing it. Starting with these questions will help provide a clear and concise message for the person reading your cover letter.
Why are you interested in the position? Consider what makes the position, organization, or company interesting to you.
What three skills or competencies do you possess that match the skills the employer is seeking in a candidate?
You can find these skills by viewing the job description. These specific skills are the reason every cover letter should be unique for each job for which you apply.
The Cover Letters (Links to an external site.)Links to an external site. resource contains step-by step instructions for creating a cover letter including: formatting suggestions, tips regarding how to highlight your best skills and qualification and how to tailor your letter for specific job you wish to apply to.
First, identify a position on Indeed (Links to an external site.)Links to an external site. that interests you as a potential job opportunity. Using the job description, identify three skills or qualifications that match your background and type them out.
Next, using the format suggestions from both the webinar and cover letter sample, create a three- to four-sentence paragraph that communicates the three matching skills and/or competencies you would like to highlight for the employer. The goal is to tailor the body of your cover letter to the position you seek.
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You are a juvenile court probation officer. You have a choice of programs including; mandatory counseling, family counseling, removal from the home and placing in foster care, diversion, incarceration in a youth home or mandatory participation in a 10 week boot camp. You must make recommendations to the judge for sentencing. You must use all the alternatives for the group and you can’t use more than one alternative twice. Make recommendations for each juvenile and explain your rationale. Note your difficulties and what further information you would have liked. Finally what is the overwhelming need for each person and how are you addressing that in your program.
Sally is 13 and lives in the suburbs of Fort Wayne. She was caught riding in a stolen car with two friends from high school. Sally has no record – her mother tells you that Sally was a model child until last year when her father died. Since then Sally’s grades have dropped and she has become unmanageable.
John is 16 and lives in Indianapolis. He has a long juvenile record dating back to when he was 10. John’s prior offenses include arson, disorderly conduct, larceny and assault (3). John was arrested for stealing lawn ornaments worth $23.00. John is unsupervised (no parental control) and missed his last probation meeting.
Don is 14 and lives in the inner-city of Gary, Indiana. Don has no father and his mother is a crack addict. Don lives by himself for long periods of time. In the past Don was arrested for stealing food from a local bakery. Don admitted to the theft, but noted he hadn’t eaten in two days. Don was removed from home – but was returned to his mother one year later. Don was arrested for possession of crack cocaine – it was believed he was selling.
Darlene is 12 and lives in the suburbs with her mother, step-father and new baby sister. Darlene has been in juvenile court a number of times in the past year for being a runaway. She was petitioned last month by her step-father for being incorrigible. Darlene refused to follow the family rules and is defiant to her step-father. Darlene is very intelligent and is openly disrespectful to her mother and step-father.
Stephen Holmes is 16 and lives in Noblesville. His father is a salesman and his mother is an executive with General Advertising Inc. Stephen has a prior record for larceny. Last month Stephen got into a fight with his brother who is 17. After the fight was over Stephen took his father’s gun and shot his brother in the head instantly killing him.
Papers will be completed in Word Format as an attachment. The papers will be typed in Times New Roman using 12 font. Papers will be double-spaced. The papers will be at least 500 words in length. The papers will be a critical examination of a topic area chosen by the instructor. Students are encouraged to critically examine and question a topic area in detail using their book.
Use paragraph form- no numbered or bulleted lists.
MUST BE SUBMITTED BY 11:59 P.M. AS A MICROSOFT WORD DOCUMENT ONLY.
Prompt 1—Shakespeare Essay Argumentative Essay Essay Checklist: 1. Did I write an introduction with a hook, a claim, and three reasons? 2. Do I have 2-3 body paragraphs explaining each reason for my claim? 3. Do I have a conclusion that summarizes my main points and emphasizes my main lesson? 4. Does each paragraph have 3-7 sentences? 5. Did I include textual support with citations from sources? 6. Did I proofread for errors in grammar and spelling? 7. Did I list or cite my sources in correct MLA format? 8. Did you use a mainly academic tone, with one or two conversational phrases for effect?
***4 WORKS (SOURCES) CITED***
***Argumentative Essay***
Write or present a convincing argument with supporting textual evidence from the texts in the course, as well as others of your own choosing, as to why Shakespeare still matters or does not matter. Explain whether his writing reflects the human condition or not. Is Shakespearean literature still relatable today? Explain with reasons and textual evidence.
If writing: In an essay, convince your audience as to why Shakespeare still matters or does not matter. Does his writing reflect the human condition today? Explain your ideas clearly with two to three reasons why Shakespeare still is or is not important today.
READ: Emilia gazed out her window at the sparkling sapphire waters of the Mediterranean Sea. On most days, looking out onto the deep blue sea and thinking about the mysteries unfolding beyond their waves made her feel exhilarated, but today she wanted the still waters to turn into angry waves to mirror the turbulence she felt within her heart. Tomorrow she would be wed. She knew she was supposed to feel happy and grateful. She remembered the joy her older sister felt the day before she was married in 1427, just a few years ago. On the other hand, she also knew the despair Maria had felt since her wedding day. She took a deep breath and ranted at the sea.
“I do not understand why I have to do this. Didn’t Mama and Papa learn anything from the mistake they made with Maria, and don’t they see how unhappy she is? Why don’t they care? Bittersweet memories flood my mind as I stand in this spot. Maria and I huddled close together at this same window, staring out at the sea and dreaming about her future. We had not yet met Alfonzo, Maria’s betrothed, but Papa and Mama told us he was a wealthy merchant from a respected family. They heard he was very handsome and generous and kind to his mother, and they swore he would be a perfect match for Maria.
“I feel so foolish to think about how giddy we felt imagining what Maria’s life would be like once she was married. She would be the lady of her own household, free to do as she pleased. That is to say, she would finally have the chance to do what we both desired more than anything else. She would finally be able to see what lay beyond the vast Mediterranean Sea as she traveled the world at her new husband’s side. But, in reality, after Maria became Alfonzo’s wife, her world became smaller. Yes, Alfonzo travels all the time, but he never takes Maria with him. Instead, he leaves her to care for his mother, and Maria has to do everything according to the old woman’s rules. From how she decorates their home to how she raises their children, Maria has no power to make any decisions on her own. It was not the life our parents had been promised for their daughter, but it was too late.”
After the family had learned the truth about Alfonzo, Emilia begged her father to let her choose a husband for herself, but he rejected her plea. “That is not how the world works, my child,” he explained. “Although your happiness means everything to me, I have no sons to carry on our family name. It is the responsibility of my daughters to make connections with the right people so that our family tree can continue to blossom and thrive.”
Emilia did not think her sister was thriving. On the contrary, Maria was wilting in front of their eyes. Every time Emilia saw her sister, she seemed smaller and quieter. When her father announced that Emilia, too, would marry a man she had never met, her heart shrank with fear that her life would turn out like Maria’s had.
Meanwhile, Emilia’s wedding day was almost here, and there was nothing she could do to change her future. Emilia mused to the salty sea air. “Mama and Papa have promised that Diego is different than Alfonzo. For instance, Diego makes his swords nearby, and he must stay in town to run his shop, so he will not sail away and leave me alone. But how am I to know that he will not invent another reason to abandon me with our children? They say that he is kind and, as an illustration, they recall tales told by his apprentices about his patience and generosity, but that does not prove that he will be kind and patient with a woman. There is so much about this arrangement that I do not understand, yet there is nothing I can do to stop it. I must send my fears out into the sea and accept my fate as Diego’s wife. I do not know if Diego will be a good husband, but he may be. I must remember that I am not Maria, and he is not Alfonzo.”
At the end of this declaration, Emilia closed her eyes, bowed her head, and stepped away from the window. She needed to get some rest. Her new life would begin tomorrow.
OVERVIEW
Please note: This is not a Shakespearean text, but highlights our theme of human love and emotion. It is organized within a stream-of-consciousness soliloquy style, which can be compared to the different Shakespearean styles and forms in other texts you have read in this course. Note the writer’s use of certain connecting words and phrases to help create meaning in this complex text.
***READ***
In As You Like It, William Shakespeare wrote, “All the world’s a stage, and all the men and women merely players.” Shakespeare would know, because he had firsthand experience of being such a “player.” Before writing the plays that would make him an icon, Shakespeare was an actor.
William Shakespeare is a frustrating man to study. He left behind no diary and no personal letters explaining how he went from a young man in the small town of Stratford-upon-Avon to being the world’s most famous playwright.
Historians know that in 1582, when he was 18 years old, Shakespeare married a woman named Anne Hathaway. Within three years, the couple had three children. Historians call the period after the wedding “the lost years” because we have no written records of how Shakespeare supported his new family. Suddenly, in 1592, he is mentioned as an “upstart” actor and playwright in a pamphlet written by a critic and dramatist named Robert Greene.
Somehow between 1582 and 1592, Shakespeare left his family in Stratford and established himself in the London theater scene. It is unlikely that Shakespeare left home on his own. At the time, actors needed to work for official acting companies, which were supported by rich patrons. Luckily for Shakespeare, these acting companies spent time traveling around England performing in towns like Stratford. They would stay and perform for a few nights or a week. Then they would pack up their costumes and move to the next town. Some scholars propose that Shakespeare joined a company called the Queen’s Men when they passed through Stratford in 1587. It just so happened that the leading actor of the Queen’s Men had died in a fight right before the performance in Stratford. They would have needed someone to fill in. Did a young Shakespeare volunteer? We don’t know for sure. If he did, Shakespeare would have accompanied them back to London.
In London in the late sixteenth century, plays were not a new form of entertainment. However, the theater itself was a new concept. Before the 1570s, plays were performed in public spaces like parks or in private homes. Actors earned money by passing around a hat after performances and asking for pennies. That all changed when James Burbage built the Theatre in London in 1576. Like modern theaters, the Theatre was a dedicated building for showing plays. These playhouses could charge admission, which guaranteed an income for actors and playwrights.
In the 1590s, Shakespeare performed with the Lord Chamberlain’s Men, first at the Theatre and later at the Globe Theater. Though we don’t have any contemporary reviews that mention Shakespeare as a good or a bad actor, theatergoers in the 1590s were not quiet, polite audiences like today. If they disliked an actor on the stage, they spent the entire performance heckling him—all actors were men during this time—and even threw the apples and oranges sold in the theater at him. If Shakespeare were a poor actor, he would not have kept his job.
How did Shakespeare move from actor to playwright? Unlike contemporary Broadway theaters that show the same play every night for weeks or years, theaters in Elizabethan England were repertories. That means they performed a different show every night. On Friday audiences could see Romeo &Juliet, but Saturday might be Richard III. Theaters needed to get audiences to return to the theater regularly and keep handing over their pennies. Because of this system, acting companies performed around 40 plays a year—20 new plays and 20 popular plays from previous years. To fill the Globe, Shakespeare stepped up and started writing.
From the beginning, Shakespeare’s plays were a draw, filling seats in theaters and inspiring unofficial published versions of the texts. Did Shakespeare act in his own plays? He was listed as a principal player with his company even after he started writing, so probably, but we don’t know for sure which roles he played. He was not a leading actor. Therefore he may never have played his most famous characters, such as Macbeth or King Lear. Some historians believe that his last role was Hamlet’s father in Hamlet, written around the year 1600.
By that point, Shakespeare was involved in both the business and creative side of the theater. In addition to writing and acting, he was one of the managing partners of the Lord Chamberlain’s Men and a part-owner of the Globe Theater. These businesses, not publishing his plays, made Shakespeare wealthy. The plays weren’t collected and printed in the First Folio until 1623, seven years after his death.
Using Domain-Specific Language.
Domain-specific words are words and phrases that are used in a certain subject. Here are examples of domain-specific words from English class: theme, stanza, and thesis statement. Here are domain-specific words from “Shakespeare: More than a Playwright”:
playwright
dramatist
critic
acting companies
playhouses
reviews
theatergoers
principal player
Read
From Chapter 9: Claimants
There is an extraordinary—seemingly an insatiable —urge on the part of quite a number of people to believe that the plays of William Shakespeare were written by someone other than William Shakespeare. The number of published books suggesting—or more often insisting—as much is estimated now to be well over five thousand.
Shakespeare’s plays, it is held, so brim with expertise—on law, medicine, statesmanship, court life, military affairs, the bounding main, antiquity, life abroad—that they cannot possibly be the work of a single lightly educated provincial. The presumption is that William Shakespeare of Stratford was, at best, an amiable stooge, an actor who lent his name as cover for someone of greater talent, someone who could not, for one reason or another, be publicly identified as a playwright.
The controversy has been given respectful airing in the highest quarters. PBS, the American television network, in 1996 produced an hour-long documentary unequivocally suggesting that Shakespeare probably wasn’t Shakespeare. Harper’s Magazine and the New York Times have both devoted generous amounts of space to sympathetically considering the anti-Stratford arguments. The Smithsonian Institution in 2002 held a seminar titled “Who Wrote Shakespeare?” The best-read article in the British magazine History Today was one examining the authorship question. Even Scientific American entered the fray with an article proposing that the person portrayed in the famous Martin Droeshout engraving might actually be—I weep to say it—Elizabeth I. Perhaps the most extraordinary development of all is that Shakespeare’s Globe Theater in London—built as a monument for his plays and with aspirations to be a world-class study center—became, under the stewardship of the artistic director Mark Rylance, a kind of clearinghouse for anti-Stratford sentiment.
So it needs to be said that nearly all of the anti-Shakespeare sentiment—actually all of it, every bit—involves manipulative scholarship or sweeping misstatements of fact. Shakespeare “never owned a book,” a writer for the New York Times gravely informed readers in one doubting article in 2002. The statement cannot actually be refuted, for we know nothing about his incidental possessions. But the writer might just as well have suggested that Shakespeare never owned a pair of shoes or pants. For all the evidence tells us, he spent his life unclothed as well as bookless, but it is probable that what is lacking is the evidence, not the apparel or the books.
Daniel Wright, a professor at Concordia University in Portland, Oregon, and an active anti-Stratfordian, wrote in Harper’s Magazine that Shakespeare was “a simple, untutored wool and grain merchant” and “a rather ordinary man who had no connection to the literary world.” Such statements can only be characterized as wildly imaginative. Similarly, in the normally unimpeachable History Today, William D. Rubinstein, a professor at the University of Wales at Aberystwyth, stated in the opening paragraph of his anti-Shakespeare survey: “Of the seventy-five known contemporary documents in which Shakespeare is named, not one concerns his career as an author.”
That is not even close to being so. In the Master of the Revels’ accounts for 1604-1605—that is, the record of plays performed before the king, about as official a record as a record can be—Shakespeare is named seven times as the author of plays performed before James I. He is identified on the title pages as the author of the sonnets and in the dedications of two poems. He is named as author on several quarto editions of his plays, by Francis Meres in Palladis Tamia, and by Robert Greene in the Groat’s-Worth of Wit. John Webster identifies him as one of the great playwrights of the age in his preface to The White Devil.
The only absence among contemporary records is not of documents connecting Shakespeare to his works but of documents connecting any other human being to them. As the Shakespeare scholar Jonathan Bate has pointed out, virtually no one “in Shakespeare’s lifetime or for the first two hundred years after his death expressed the slightest doubt about his authorship.”
Each Case Study assignment is designed to help the student make application of course content to a real world situation. Read the assigned case study and connect the key issues in the case to assigned readings and presentations. Respond to the questions with direct, thorough responses.
Each case study assignment should include the following:
· Title Page in APA format
· Introduction to the case summarizing the situation
· Questions converted to sub-headings – responses to each question
· Strong conclusion that summarizes the ideas
· APA Style Reference page (as needed)
Submit each Case Study by 11:59 p.m. (ET) on Monday of the assigned module/week, except for Case Study 7, which is due by 11:59 p.m. (ET) on Friday of Module/Week 8.
Kent Lampert Case Study
One year ago Kent Lampert achieved his primary professional goal. At age 42, he was named athletic director of the third largest university in his state, StateUniversity. It was quite an accomplishment, considering that his background in athletics was modest and the university has had a history of hiring well-known high-profile former athletes to lead its athletic program.
As a child, Kent dreamed of playing professional sports, particularly basketball or golf. Ever since he could remember, sports were a big part of his life ,and he never doubted that he would someday be involved in the management of a sport organization. After high school, Kent attended a small private university where he earned a bachelor’s degree in business administration. While in college, Kent played on the basketball and golf teams, lettering in golf during his last two years. Upon graduation, Kent worked as a salesman for a small golf manufacturing company. He traveled to golf pro shops and sport stores throughout the midwest, promoting and selling the company’s golf equipment.
After seven years of golf equipment sales, Kent decided to go back to school at a local university to purse an MBA with an emphasis in marketing. While earning his MBA, Kent got involved with the intercollegiate athletic office by providing extra help for event management. In addition, he worked with the sport marketing department, using his skills in marketing the golf and soccer teams. When he earned his MBA, the university’s athletic director, recognizing Kent’s leadership traits, offered him a position as an assistant director of athletics to oversee minor sports. Kent enjoyed his new job, and coaches liked his leadership style. He worked with each coach and let the coaches participate in the marketing strategies for their particular sports. The coaches respected Kent’s marketing expertise and sought his advice regarding their operations. Word spread quickly of Kent’s success as an assistant athletic director, and it was apparent to many people that Kent had promise to be a good athletic director.
At the end of Kent’s fifth year as assistant athletic director, he received a phone call from StateUniversity asking if he was interested in interviewing for their position of athletic director. Kent was surprised yet honored by the call. After all, StateUniversity had a reputation of hiring former athletes, often alumni of the university. StateUniversity explained that they needed some new blood—fresh thoughts and ideas to improve their entire athletic program. Kent agreed to an interview; shortly afterwards he was offered and accepted the position of athletic director.
Kent had reached his goal of becoming an athletic director. Shortly after taking the reins, Kent learned that about 90 percent of the athletic administrators in the athletic department differed from him in one basic way: They had been promoted to their current positions within the organization. In fact, many had never worked for another university’s athletic department. This information was significant with regard to the dismissal of his predecessor, for he too had worked his way up through the university system, and his dismissal was opposed by most of the administrative staff.
Kent speculated that there would be some resentment toward him as an “outsider.” He was comforted, however, by the knowledge that the entire athletic board supported his appointment. Kent decided that he first had to convince the administrative staff that he could provide leadership. He prepared an official statement outlining his position on key issues. Included were the following points:
· His administration is focused on the future. He is not interested in the ways things were done in the past or in previous relationships or allegiances.
· He expects the administrative staff and coaches to function as a team, in order to accomplish department goals.
· The first goal of his administration is to review all of the programs from top to bottom and to come up with a strategic plan to improve all programs.
Before distributing the statement to all of the administrative staff and coaches, Kent had his associate and assistant athletic directors read it. As a group, they thought Kent was making a big mistake. They warned, “The rest of the administrative staff and coaches are not going to like your approach. That is not the way things have been done around here in the past. Coaches are used to reviewing their own programs and not receiving mandates from the athletic director.” Kent decided to send out the statement anyway.
1. Based on Kent’s progression through his career, how do you think his experiences might have shaped his leadership style?
2. What leadership traits does Kent have which might make him successful as an athletic director? What leadership traits might Kent need to improve in order to be successful in his new position as athletic director?
3. Using the various leadership models presented in Chapter 11, analyze Kent’s leadership style. What changes in style would you recommend to him that might result in acceptance of his official position statement?
4. According to Fiedler’s views on leadership, how might the university change the situation to make it more favorable to Kent? Do you think Kent can be successful in his new role as athletic director, assuming no major changes are made?
5. Which types of power does Kent have in his new role as athletic director? Which types of power would be most beneficial for anyone accepting the role of athletic director?
6. If you could find the “perfect” athletic director for State University, what leadership traits, characteristics, and style(s) would this type of person have?
7. Go online and find websites for three university intercollegiate athletic departments. After reviewing these sites, can you determine the type of leadership style of the athletic directors? Do there appear to be any visible trends in what makes a particular athletic director and department successful or not in terms of leadership traits, behaviors, and so forth?
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ARTICLE: Franklin Foer, “How Trump Radicalized ICE,” The Atlantic, September 2018
Remember, these are reading/discussion questions. I am not asking you to answer each question as though it is a quiz. Rather, I want to see evidence that you have not only READ this article before class, but thought about the article and its implications.
This article is about ICE during the Trump administration. Recall the New Yorker Radio Hour podcast that we listened to several weeks ago. The reporter said that dismantling Trump’s immigration policies at the border will not be easy. What did the judge say to the mother who fled Honduras with her daughters (after her husband had been murdered and her eldest daughter had been raped by local authorities in Honduras). We know from reading Rosas (Monday) that the CPB is responsible for enforcing immigration laws at the border; while ICE is responsible for enforcing laws in the interior of the country. Even though some cities are Sanctuary Cities, ICE operatives are still roaming the streets spreading fear among the immigrant residents.
Foer writes about a Mauritanian refugee community in Ohio. How did the people who created this community end up in Ohio? How does Foer describe them and their community? Why didn’t they become citizens? What changed for them after 2016?
In 2016 Trump railed against the “deep state” when he was campaigning for president. What is the deep state and how was it relevant to his deportation policies?
Why did ICE, a segment of the deep state, support Trump in 2016?
ICE relies heavily on private contractors. What, according to Foer, is the problem with this?
Foer describes ICE as a “shot-gun marriage” between two branches of immigration services that don’t get along with each other. What are those two branches and why don’t they get along?
Foer follows an undocumented immigrant named Ismael into his regularly scheduled appointment with ICE. What does he discover? What does Ismael’s experience tell us about the culture of ICE?
Remember, these are reading/discussion questions. I am not asking you to answer each question as though it is a quiz. Rather, I want to see evidence that you have not only READ this article before class, but thought about the article and its implications.
The most discussed Hot Topic in healthcare at this time is Covid-19. Please discuss one specific aspect of Covid-19. Here are some examples but you are not required to pick one of these topics. If you have had personal experience with forming or working with a specific policy regarding Covid-19, please elaborate.
Staffing on Covid units, telehealth, vaccinations for employees (should they be required or not), vaccinations for the general public (lottery, scholarships lotto), hospital reimbursements for Covid patients, long term care for complications from Covid (who pays), mask mandates, your local or facility policies and how they are evolving.
The effects of politics on Covid-19: Economically (states opening up sooner than others), outdoor gatherings, religious gatherings, travel (state to state, country to country) or should a vaccination record be shown to travel, etc.
There are many avenues that can be discussed regarding Covid-19. These issues can be on a local, regional, state, national, or international level.
Please follow the guidelines for Current Hot Topics in Health Policy & Politics Assignment. The rubric is also included in the guidelines.
Current Hot Topics in Health Policy and Politics
The purpose of this assignment is to promote awareness for enhanced learning of health policy and politics in nursing and health
care. Health policy and politic issues identified can relate directly to
nursing, such as the APRN Consensus Model, or to various healthcare disciplines including nursing such as the Patient Protection and Affordable Care Act. These issues can be on a local, regional, state, national, or international level.
Discussion on these topics is promoted in the online classroom through a specific area in D2L. Information will be posted in your individually created threads. Participation is required in 4
separate modules with the total assignment worth 20% (each discussion is worth 5%). Students are expected to critically post
an initial response and respond to students promoting an engaging
and informal dialogue supported by evidence, though. Be creative in your posts by responding to questions, asking questions, providing new information through web sites and posting articles, and use clinical experiences as pertinent following HIPPA guidelines and deidentifying patients and health care settings. The following format is applied in this assignment:
•The syllabus outlines when each of the 4 module postings is due.
•Links are provided in D2Lmodulesto the main areas for posting the Current HotTopics threads.
•Students will post an initial response by Wednesday at midnight during the module due date.
•Students will respond to one student post for each of the 4 required modules. Students should post responses to a minimum of 4 different students throughout the semester. Please be cognizant of all class members to ensure conversations are occurring with all students,
even if that means needing to post more than once that week.
•The attached rubric will be applied tothe grading of the Current Hot
Discussion in the Current Hot Topic session demonstrates comprehension
Of health policy and politics in nursing as evidenced by responses that
are insightful, analytical and promote an engaging classroom environment.
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Public health efforts and those of private medicine complement each other and together serve the spectrum of health service needs of American society. Why, then, has their relationship been so contentious?
The Institute of Medicine report of 1999 cites two major studies that establish medical errors as one of the leading causes of death and disability in the United States. Should the federal government take the necessary steps to monitor the status of this high-risk situation, as it does with other epidemics, or should the government continue to trust the providers of health care to deal forthrightly with the problem?
Analyze why legislative attempts to address only one of the trio of rising costs, lack of universal access, or variable quality of health care only worsens the remaining two.
Please submit one APA formatted paper between 1000 – 1500 words, not including the title and reference page. The assignment should have a minimum of two (2) scholarly sources, in addition to the textbook.
Assignment Expectations
Length: 1000-1500 words
Structure: Include a title page and reference page in APA style. These do not count towards the minimum word amount for this assignment.
References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least two (2) scholarly sources to support your claims. Reference must be within 5 years.
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Complete a one to two page essay paper addressing the following questions:
PLEASE MAKE THE QUESTION IS LISTED WITH ANSWERS
PART 1
1. Describe the BARJ model of juvenile justice.
2. Describe Project CRAFT and discuss its success as an intervention strategy
PART 2
A middle school in your area has decided to conduct a victimization study alongside a self-report survey that it administers every year. Since delinquency has increased steadily over the past few years, these surveys are of interest because many believe that victimization may be the partial cause of students’ delinquent behavior.
The survey asked the juveniles about family violence and other negative factors in their upbringing; those who took these anonymous surveys were remarkably candid. The survey responses report that:
51% of the juveniles report having been hit repeatedly or beaten at least once during childhood;
48% reported seeing a sibling hit repeatedly or beaten at least once during childhood;
38% saw their parents or guardians take drugs at least once;
71% saw their parents or guardians drunk at least once;
21% of the girls reported some level of sexual abuse;
12% of the boys reported some level of sexual abuse.
Based on these findings, and based on what you have read about the various causes of delinquency, explain wheN you do (or do not) feel that these juveniles are more likely than the average child to:
abuse alcohol or drugs.
commit violent crimes.
commit property crimes.
commit status offenses, like underage drinking or smoking.
commit sexual offenses.
PART 3
Study Reckless’s containment theory in your textbook. Apply it to three common delinquent acts; shoplifting, drug use, and fighting.
How can Reckless’s four motivating and restraining forces for delinquency apply in each case?
Post a paragraph for each of the three delinquent acts, giving
In the unit readings from your Psychological Testing and Assessment text, you read about misconceptions regarding test bias and test fairness—two terms that are often incorrectly considered synonymous. While questions regarding test bias have been addressed through technical means, issues with test fairness are tied to values. The text attempts to define test fairness in a psychometric context and provides eight techniques for preventing or remedying adverse impact on one or another group (see page 209). One of these techniques included differential cutoffs. Furthermore, you were introduced to a variety of methods for setting cut scores. These methods have been based on either CTT or IRT.
For this discussion, synthesize the information you learned about these two theories and respective methods. In your post:
Determine which one is preferential for responding to questions about a test’s fairness.
Identify at least two advantages and two disadvantages in using each theory, citing appropriate American Educational Research Association (AERA) standards from your readings.
Defend your preference in terms of the methods used within each theory and how they apply to concepts of fairness across groups. Essentially, how does it best address test fairness?
Describe how advances in technology are improving the process of test development and inclusion of appropriate items.
https://powerpointpresentationhelp.com/wp-content/uploads/2022/08/logoppt-300x60.png00developerhttps://powerpointpresentationhelp.com/wp-content/uploads/2022/08/logoppt-300x60.pngdeveloper2023-06-22 16:28:472023-06-22 16:28:47Beyond Bias: Methods for Fairness in Testing
