IP 4

 

Group Portion

As a group, discuss and develop a paper of 10 pages that addresses the following questions. Work together to determine who will complete each section:

  • Who will comprise your planning committee? Explain.
    • Identify public- and private-sector partner agencies and elected officials (if any) that should serve on the planning committee.
  • What are the component parts of the plan (be specific and detailed)? Explain.
  • What participating agencies may be more or less involved in which parts of the plan development? Explain.
  • Are there subject matter experts (SMEs) or other entities that should be involved in any one specific area of the plan development? Explain.
  • Based upon the emergency management concept of incident management that includes the phases of preparedness and mitigation, response, and recovery, identify the actions that will need to be taken in each phase as they relate to the hazard you have selected.
    • Identify the major challenges that the community and responders will encounter when responding to the hazard.
    • What solutions exist (e.g., mutual aid, contract services) to overcome those challenges? Explain in detail.
    • What should be the short- and long-term recovery goals of the community following this events occurrence?
  • Be sure to reference all sources using APA style.

Please add your file.

Individual Portion

  • Develop a PowerPoint presentation of 67 slides that provides details about your plan.
  • Include speaker notes of 200300 words that will be used when presenting the plan to your superiors.

CJ 3100 MOD 4 Project

 

ead 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 following

 

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.

Social media and its impact on interpersonal relationships

Introduction, Methods, and Literature Review previously done. Complete final paper

Final paper should include: 1. An abstract (250-350 words) 2. An Introduction to the general topic 3. A literature review that provides sufficient background information on existing research on the topic. 4. Methods section (2-3 pages) should include: a detailed explanation of what youre doing using terms from methods course. Is project qualitative or quantitative? Describe sampling process. Be sure to highlight any survey or interview questions, coding schemes. How does what your doing relate to your research question? Ethical considerations? Use at least 2 academic references for methods section. 5. A presentation of your data and an analysis of that data (5-7 pages) 6. A conclusion (1/2 to 1 page). (References (a minimum of 8 academic references)

Persuasive Health Campaign Message

In our busy world of constant communication, where we are bombarded by information and messages and needs, how do you cut through that noise to get peoples attention? How do you influence people to watch and listen to what you have to say, even if the topic is not one they have thought about before? How do you persuade them to take the action you request? That is your challenge and goal for this Discussion.

The issue is healthcare in rural areas of the United States. Your first task will be to educate yourself on the needs of people in these areas. If you live in an urban area, you may not be aware of the degree to which place informs resources available and access to those resources. Being poor and underserved in a rural area increases the needs of these residents. Consider this finding from the 2010 National Healthcare Quality and Disparities Reports: Despite improvements, differences persist in health care quality among racial and ethnic minority groups. People in low-income families also experience poorer quality care. (AHRQ, 2014, para.1)

Put on your advocacy hat, and remember the Walden University outcome to facilitate positive social change. The media message that you develop could impact services in a rural county where you live or in your state, now or in the future.

For this Discussion you will respond to the following scenario:

Imagine that you are an employee in the Health and Human Services Agency (HHSA) of your county. Your department is launching a campaign to increase quality services to the underserved in your community. You are tasked with developing a media message that HHSA will disseminate to the public, with the goal of persuading people to donate money for a mobile screening bus that can travel to rural areas of the county and reach underserved individuals and families. 

To prepare:

  • Review the Week 6 Learning Resources. In particular, review the article Behind Advertising: The Language of Persuasion for specific principles and strategies to use in developing your media message.
  • Consider the wording of the media message to include in your Discussion.
  • Consider the ethics of your message and how it adheres to the code of ethics for human services professionals or other codes of ethics of particular interest to you, and to ethical guidelines for advertising.

By Day 3

Post responses to the following:

  • Present the text of your media message.
  • Explain the principles and strategies you used to develop the message, and your reasoning.
  • Justify how your media message is ethical by referencing specific codes of ethics and other resources.