Identify one well-publicized crime committed by a juvenile in your community for which a restorative justice approach would have been more appropriate than the punitive approach that was
Write a 1,500-word paper that includes the following:
Juvenile Justice System (500 words)
Identify one well-publicized crime committed by a juvenile in your community for which a restorative justice approach would have been more appropriate than the punitive approach that was used. Explain why.
Explain how you would apply a restorative justice approach to the case. Be sure to include the following:
Strategies to ensure that the offender provides accountability to the victim and the community
Programs and services to rehabilitate the offender
Adult Justice System (500 words)
Identify one well-publicized crime committed by an adult in your community for which a restorative justice approach would have been more appropriate than the punitive approach that was used. Explain why.
Explain how you would apply a restorative justice approach to the case. Be sure to include the following:
Strategies to ensure that the offender provides accountability to the victim and the community
Programs and services to rehabilitate the offender
Conclusion (500 words)
Describe challenges you would encounter when implementing a restorative justice approach in the juvenile and adult cases you addressed. Then explain how you would overcome the challenges.
Explain the degree to which the application of a restorative justice approach is similar or different in the juvenile and adult justice systems.
Explain the benefits of restorative justice in the juvenile and adult cases compared to the punitive approach that was used.
Be sure to reference the course readings to support your responses.
As you 2019;ve seen from this week 2019;s resources, President Hoover and President Roosevelt took different stances concerning the Great Depression. What were the causes of the Great Depression? Compare and contrast Hoover and Roosevelt’s response to the crisis. How did they illustrate American’s changing attitudes of government intervention? Discuss the transition from laissez-faire to federal government intervention in business and governmental programs found in the Three R’s of the New Deal.
As you’ve seen from this week’s resources, President Hoover and President Roosevelt took different stances concerning the Great Depression. What were the causes of the Great Depression? Compare and contrast Hoover and Roosevelt’s response to the crisis. How did they illustrate American’s changing attitudes of government intervention?
Discuss the transition from laissez-faire to federal government intervention in business and governmental programs found in the Three R’s of the New Deal. Remember to bring in material from this week’s readings and media to support your argument.
What emotions were triggered when you watched both episodes? Do you think these emotions were planned by the producers of the show? If so, what language was used to incite these emoti
What emotions were triggered when you watched both episodes?
Do you think these emotions were planned by the producers of the show?
If so, what language was used to incite these emotions?
Do you feel like you were led to a particular conclusion rather than left to make up your own mind? How so?
Was information presented in meaningful context when comparing both shows?
Was the information presented in a way that was factual, informative, descriptive, persuasive, coercive? Why?
Word count: 400. Going under or over the word count will be counted against your overall grade for the assignment.Times New Roman size 12 pt. double-spacedcan be written in first-person.
Explain how your core professional values are congruent with the guiding principles of global health. Describe two personal strengths and explain how they align with the competencies essential for global health practice. Discuss how these two strengths can facilitate interprofessional collaborative practice.
Whether practicing at the local level or involved with health initiatives that encompass a national or global approach, nurses are equipped with competencies to promote the health of individuals and populations. Through key roles involving education, leadership, collaboration, and advocacy, MSN-prepared nurses are positioned to engage with others to reduce health disparity and facilitate social justice and health equity for all people. The purpose of this assignment is to reflect upon individual strengths and opportunities to advance global health through current practice. Future opportunities to shape global health through advanced nursing practice will be explored.
Because this assignment is reflective in nature, take time to consider and reflect upon the following:
Your core values and how they align with the principles of global health
The different ways that nurses contribute to global health through routine practice, caring for individuals, families, and groups
Competencies essential for practice in the global health arena and your areas of strength
Current and future practice opportunities to support global health
After thoughtful reflection, create a reflective essay. Use a minimum of 3 peer-reviewed scholarly sources, current within 5 years, to support your work.
Provide an introduction to the reflective essay.
Explain how your core professional values are congruent with the guiding principles of global health. Describe two personal strengths and explain how they align with the competencies essential for global health practice. Discuss how these two strengths can facilitate interprofessional collaborative practice.
Discuss how you can use the strengths and competencies you identified to impact global health through advanced nursing practice. Explain one specific example that you plan to put into action, and describe how your efforts would contribute to health equity.
Provide a conclusion to the reflective essay.
List the risk factors for cerebrovascular accidents and why? What cultures are at higher risk and why?
List the risk factors for cerebrovascular accidents and why?
What cultures are at higher risk and why?
Describe the 0 to 4+ scale for scoring deep tendon reflexes.
What would you expect to find in a patient with diabetic peripheral neuropathy?
Share any experience you have encountered and elaborate.
what do the EVM calculations indicate with respect to the performance of the project or program? That is, what is the significance of your calculation with respect to program metrics?
The Alpha Machine Tool Project, pages 824 and 826828, provides a sample of the essential elements of a contract performance report (CPR) (i.e., Tables 1519). Answer only questions 10 through 23 (on pages 827828) to Problem 15-18 (which starts on page 824).
Address the following additional instructions in your response:
You may need to perform some calculations of earned value (EV) formulae based on the data in Tables 1519 to answer the questions.
Show the calculations to your answers in full. Furthermore, analyze and explain your calculations with at least 25 sentences of explanation for each answer. For example, what do the EVM calculations indicate with respect to the performance of the project or program? That is, what is the significance of your calculation with respect to program metrics?
Additional note: The Alpha Machine Tool Project scenario is supported by Problem number 15-18, which uses Table 15-19. Do not get confused and use Table 15-18 on page 825, because it relates to Problem 15-17, which is not your assignment.
Folk art is traditionally passed from one generation to the next and is usually learned by listening or observation. Most often the art has elements of artistic design but often serves a family, tribal, or community function. Do you have a relative who plays guitar and sings songs about their experiences? Do you have a relative or friend who makes quilts?
Folk Art in Your Family – Assignment
Folk art is traditionally passed from one generation to the next and is usually learned by listening or observation. Most often the art has elements of artistic design but often serves a family, tribal, or community function. Do you have a relative who plays guitar and sings songs about their experiences? Do you have a relative or friend who makes quilts? Does someone you know make special food at certain times of the year for special occasions? If you answered "yes" to any of these questions, then you know a folk artist!
Instructions:
Write a paragraph or two about the person, their art, and your experience with it.
You may want to ask them:
How they learned their art?
What it means to them?
Who did they teach?
Typed all responses in a Word .docx, save the file, and then upload the file
Upload your file by clicking Start Assignment, Upload your file and click Submit Assignment. Your work will run through Turn-It-In to check for plagiarism and use of AI, including tools like Chat GPT and Grammerly. So do not use these and other AI tools to check for grammar, paraphrase or translate.
Define test fairness in your own words. Think of an example of an assessment that you have taken, given, or used on the job. What is one example of a study you might design to investigate the fairness of this test? What groups of examinees are you comparing and what is the possible bias effect you are trying to allay?
DiscussionAssignmentInstructions.docx
PSYC 545
Discussion Assignment Instructions
The student will complete 2 Discussions in this course. The student will post one thread of at least 400 words. The student must then post 2 replies of at least 200 words. For each thread, students must support their assertions with at least one (1) scholarly and at least one (1) scriptural citation in current APA format. Acceptable sources include: The Bible, the textbook, and other peer-reviewed articles and/or books.
Read the Crocker (2003) article on test fairness. In your post, please include the following:
1. Define test fairness in your own words. Think of an example of an assessment that you have taken, given, or used on the job. What is one example of a study you might design to investigate the fairness of this test? What groups of examinees are you comparing and what is the possible bias effect you are trying to allay? Provide at least one verse of Biblical evidence that supports the study of test fairness.
2. On page 9, Crocker (2003) discuss
consequential validity which refers to the myriad effects of giving or requiring a test. Do you think that consequential validity is a worthwhile endeavor? Does it matter what the context is (e.g., psychological vs. educational) or does it not matter? Use a peer-reviewed source or your textbook to support your response.
What steps were used in the decision-making process? What evidence was considered for decision-making? What research did you reference and present throughout the decision-making proce
What steps were used in the decision-making process?
What evidence was considered for decision-making?
What research did you reference and present throughout the decision-making process to support the proposed change?
Is this change you could make in your current facility?
Similarities.docx
Nursingresearchgrouppowerpoint1.pptx
PosterBoard1.pptx
Similarities & Differences
1. Using your group abstract and PowerPoint, share how this research could change your nursing practice.
· What steps were used in the decision-making process?
· What evidence was considered for decision-making?
· What research did you reference and present throughout the decision-making process to support the proposed change?
· Is this change you could make in your current facility?
2. Do a search on the internet for conferences requesting poster board abstracts.
· List one or two opportunities that you found to submit your abstract.
· Would you feel comfortable submitting your project with your group? Why or why not?
· Discussion Submission Instructions:
·
· The assignment must be fully completed for grading. You must have your original post and two responses to your peers. Discussions not including your original post and two responses will NOT be graded.
· Your initial post must be at least 500 words, formatted, and cited in the current APA style with support from at least two academic sources. Your initial post is worth 8 points.
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, a response (150 words), and a reference.
· Quotes "…" cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos are to be referenced without prior approval. Discussions using websites as references will receive an automatic 0.
· All submitted work must be the student's original work which has never been presented before for grading in another class. Faculty can access tools that detect work generated using artificial intelligence (AI). Submitting AI-generated work and not crediting the source for any assignment is considered academic dishonesty and will be subject to penalty.
· Discussions must be posted in CANVAS to be graded. Uploaded documents will not be accepted.
· Discussion and responses must be posted in APA format for Canvas to receive full grades—automatic deduction of 10% if not completed.
· Please post your initial response by 11:59 PM ET Thursday, and comment on two posts by 11:59 PM ET Sunday.
· You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.
,
Unraveling the Complex Connection: Anxiety and Substance Abuse
Haidi, Chancy, Gerline, Datis, Sergio, Pereira, Shawnette Simone, Williams
St. Thomas University
Prof. Kathleen Price
NUR 416
October 22, 2023
Unraveling the Complex Connection: Anxiety and Substance Abuse
Haidi, Chancy, Gerline, Datis, Sergio, Pereira, Shawnette Simone, Williams
St. Thomas University
Prof. Kathleen Price
NUR 416
October 22, 2023
1
Research Question
Examining SSRI vs. Benzodiazepine Treatment for Social Anxiety in University Students with Substance Dependency
Examining SSRI vs. Benzodiazepine Treatment for Social Anxiety in University Students with Substance Dependency
2
PICOT Question
Define your Question using PICO
P
Patient – Problem – Population: University students between 18-25 years old, with a diagnosis of Social Anxiety.
I
Intervention: Treatment with SSRI’s
M e t h o d o l o g y
Meta-analysis What is the effectiveness of cognitive-behavioral therapy interventions for reducing social anxiety symptoms among university students aged 18-25 years old diagnosed with social anxiety disorder?
C
Compare: Treatment with benzodiazepines
O
Outcome: Control of Social anxiety
State your Question resulting from PICO: For university students between 18-25 years old diagnosed with social anxiety, is the treatment with SSRI more effective than benzodiazepines to control social anxiety?
List keywords Social anxiety University students SSRI’s Benzodiazepines
Criteria – College students between 18 and 25 years of age. – Social anxiety diagnosis. – Treatment with benzodiazepines and SSRIs. Limitations – Students’ refusal to seek professional help. – Treatment compliance. – Students' time under treatment. – Fear of long-term medication.
Databases Pubmed ProQuest Medline Embase Medscape
P
Patient – Problem – Population:
University students between 18-25 years old, with a diagnosis of Social Anxiety.
I
Intervention:
Treatment with SSRI’s
M
e
t
h
o
d
o
l
o
g
y
Meta-analysis
What is the effectiveness of cognitive-behavioral therapy interventions for reducing social anxiety symptoms among university students aged 18-25 years old diagnosed with social anxiety disorder?
C
Compare:
Treatment with benzodiazepines
O
Outcome:
Control of Social anxiety
State your Question resulting from PICO:
For university students between 18-25 years old diagnosed with social anxiety, is the treatment with SSRI more effective than benzodiazepines to control social anxiety?
List keywords
Social anxiety
University students
SSRI’s
Benzodiazepines
Criteria
– College students between 18 and 25 years of age.
– Social anxiety diagnosis.
– Treatment with benzodiazepines and SSRIs.
Limitations
– Students’ refusal to seek professional help.
– Treatment compliance.
– Students' time under treatment.
– Fear of long-term medication.
Databases
Pubmed
ProQuest
Medline
Embase
Medscape
3
Peer-reviewed Journal articles
Brown, L. C., & Clark, E. D. (2020). Benzodiazepine Use in Co-occurring Anxiety and Substance Use Disorders: A Systematic Review. Journal of Substance Abuse Treatment, 35(2), 143-157. doi:10.67890/jsat.2020.56789
Davis, P. R., & Miller, A. B. (2021). SSRI and Benzodiazepine Treatment Outcomes for Substance-Dependent Individuals with Co-occurring Anxiety. Addiction, 38(7), 652-665. doi:10.54321/add.2021.54321
Kushner, M. G., Abrams, K., & Borchardt, C. (2020). Anxiety and substance use disorders: A review. Comprehensive Psychiatry.
McHugh, R. K., & Otto, M. W. (2020). Treatment of anxiety in patients with substance use disorders: Treatment development, research challenges, and the role of laboratory studies. Clinical Psychology Review.
Robinson, K. R., & Murphy, J. D. (2023). The Comparative Efficacy of Benzodiazepines and SSRIs in the Management of Anxiety in Substance Abusers: A Randomized Controlled Trial. Substance Use & Misuse, 45(8), 1123-1137. doi:10.54321/sum.2023.98765
Schlauch, R. C., & Crane, C. (2021). Anxiety and substance use disorders: A narrative review. Psychological Reports.
Brown, L. C., & Clark, E. D. (2020). Benzodiazepine Use in Co-occurring Anxiety and Substance Use Disorders: A Systematic Review. Journal of Substance Abuse Treatment, 35(2), 143-157. doi:10.67890/jsat.2020.56789
Davis, P. R., & Miller, A. B. (2021). SSRI and Benzodiazepine Treatment Outcomes for Substance-Dependent Individuals with Co-occurring Anxiety. Addiction, 38(7), 652-665. doi:10.54321/add.2021.54321
Kushner, M. G., Abrams, K., & Borchardt, C. (2020). Anxiety and substance use disorders: A review. Comprehensive Psychiatry.
McHugh, R. K., & Otto, M. W. (2020). Treatment of anxiety in patients with substance use disorders: Treatment development, research challenges, and the role of laboratory studies. Clinical Psychology Review.
Robinson, K. R., & Murphy, J. D. (2023). The Comparative Efficacy of Benzodiazepines and SSRIs in the Management of Anxiety in Substance Abusers: A Randomized Controlled Trial. Substance Use & Misuse, 45(8), 1123-1137. doi:10.54321/sum.2023.98765
Schlauch, R. C., & Crane, C. (2021). Anxiety and substance use disorders: A narrative review. Psychological Reports.
4
,
Examining SSRI vs. Benzodiazepine Treatment for Social Anxiety in University Students with Substance Dependence
Chancy, Haidi
Datis, Gerline
Martinez, Claudia
Pereira, Sergio
Williams, Shawnette
Examining SSRI vs. Benzodiazepine Treatment for Social Anxiety in University Students with Substance Dependence
Background
Background and Significance:
Social anxiety significantly hampers students' academic and social engagement, potentially leading to substance dependence as a coping mechanism. The study recognizes the detrimental effects of untreated social anxiety and substance dependence on academic achievements and long-term success
Methods & Data
Methods & Data:
A systematic literature review was conducted using Cochrane PsycINFO and PubMed, covering research studies published between 2017 and 2023. The selected studies focused on the use of SSRIs and Benzodiazepines in treating social anxiety in university students with substance dependence.
Rationale and Background
Purpose or Rationale:
This poster explores the efficacy and safety of SSRIs and Benzodiazepines in treating social anxiety in university students with substance dependence. The study addresses the significance of identifying appropriate long-term treatments to alleviate the impact of social anxiety on academic performance and overall well-being.
Conclusions and Implications
The findings of the systematic review emphasize the effectiveness of SSRIs and Benzodiazepines in treating social anxiety in university students with substance dependence.
The conclusion suggests that SSRIs, with their superior effectiveness and safety profile, are a preferred choice. However, the study underscores the importance of cautious prescribing due to the potential risk of misuse.
Model Graphic
Outcomes
Major Outcomes:
The literature review identified SSRIs and Benzodiazepines as the preferred treatments for university students with social anxiety and substance dependence. SSRIs, in particular, were found to be more effective in promoting remission and reducing symptoms, fostering students' confidence in social activities. However, the study also highlights the need for careful consideration due to the risk of misuse.
Peer-reviewed Journal articles
Gomez, A., & Hofmann, S. (2020, May 26). SSRIs and Benzodiazepines for General Anxiety Disorders (GAD). Adaa.org. https://adaa.org/learn-from-us/from-the-experts/blog-posts/consumer/ssris-and-benzodiazepines-general-anxiety
Gosmann, N. P., Costa, M. de A., Jaeger, M. de B., Motta, L. S., Frozi, J., Spanemberg, L., Manfro, G. G., Cuijpers, P., Pine, D. S., & Salum, G. A. (2021). Selective serotonin reuptake inhibitors, and serotonin and norepinephrine reuptake inhibitors for anxiety, obsessive-compulsive, and stress disorders: A 3-level network meta-analysis. PLOS Medicine, 18(6), e1003664. https://doi.org/10.1371/journal.pmed.1003664
Kushner, M. G., Abrams, K., & Borchardt, C. (2020). Anxiety and substance use disorders: A review. Comprehensive Psychiatry.
Leigh, E., & Clark, D. M. (2018). Understanding Social Anxiety Disorder in Adolescents and Improving Treatment Outcomes: Applying the Cognitive Model of Clark and Wells (1995). Clinical Child and Family Psychology Review, 21(3), 388–414. https://doi.org/10.1007/s10567-018-0258-5
Nguyen, D. T., Wright, E. P., Dedding, C., Pham, T. T., & Bunders, J. (2019). Low Self-Esteem and Its Association With Anxiety, Depression, and Suicidal Ideation in Vietnamese Secondary School Students: A Cross-Sectional Study. Frontiers in Psychiatry, 10(698). https://doi.org/10.3389/fpsyt.2019.00698
Schlauch, R. C., & Crane, C. (2021). Anxiety and substance use disorders: A narrative review. Psychological Reports.
image1.png
Discuss how you can use the strengths and competencies you identified to impact global health through advanced nursing practice. Explain one specific example that you plan to put into action, and describe how your efforts would contribute to health equity.
Whether practicing at the local level or involved with health initiatives that encompass a national or global approach, nurses are equipped with competencies to promote the health of individuals and populations. Through key roles involving education, leadership, collaboration, and advocacy, MSN-prepared nurses are positioned to engage with others to reduce health disparity and facilitate social justice and health equity for all people. The purpose of this assignment is to reflect upon individual strengths and opportunities to advance global health through current practice. Future opportunities to shape global health through advanced nursing practice will be explored.Because this assignment is reflective in nature, take time to consider and reflect upon the following:The different ways that nurses contribute to global health through routine practice, caring for individuals, families, and groupsCompetencies essential for practice in the global health arena and your areas of strengthDiscuss how you can use the strengths and competencies you identified to impact global health through advanced nursing practice. Explain one specific example that you plan to put into action, and describe how your efforts would contribute to health equity.Provide a conclusion to the reflective essay.
