Reflect on the Scriptures you read iresponding to this week’s discussion: Psalm 15:1-2, 26:11; 119:29-30; as well as Proverbs 11:1; 16:11; 20:7; 22:28o Thinking about your proposed study(topic: Public Administration) and the upcoming dissertation process, describe ways you might integrate a Christian worldview in the design, data collection and analysis, and reporting phases.

Reflect on the Scriptures you read iresponding to this week’s discussion: Psalm 15:1-2, 26:11; 119:29-30; as well as Proverbs 11:1; 16:11; 20:7; 22:28o Thinking about your proposed study(topic: Public Administration) and the upcoming dissertation process, describe ways you might integrate a Christian worldview in the design, data collection and analysis, and reporting phases. Provide specific attention to how you will maintain research integrity throughout the process.

  Case study:Jackie is a 31-year-old pregnant patient (2nd child, two different fathers) single mother of a 6-year-old who is coming for prenatal care since she suspects she is pregnant. She is no longer with the father of Robby, her firstborn. She indicates “pretty serious partying” with the likely father of the baby. By pretty serious partying she means 10-12 drinks per occasion, one to two times per week, plus intermittent methamphetamine use. Which clinical information would be most critical for you to collect in the first visit? What are the greatest risk factors for substance use disorder for this patient?

 
Jackie is a 31-year-old pregnant patient (2nd child, two different fathers) single mother of a 6-year-old who is coming for prenatal care since she suspects she is pregnant. She is no longer with the father of Robby, her firstborn. She indicates “pretty serious partying” with the likely father of the baby. By pretty serious partying she means 10-12 drinks per occasion, one to two times per week, plus intermittent methamphetamine use.

Which clinical information would be most critical for you to collect in the first visit?
What are the greatest risk factors for substance use disorder for this patient?
Which harm reduction strategies would you recommend?
Identify in MIAMI, three agencies near you that would support positive health outcomes for this patient.   (These agencies must not have been used in past discussion posts). What was your rationale for choosing these three agencies? 

formatted and cited in current APA style 7 ed  with support from at least 3 academic sources which need to be journal articles or books from 2019 up to now. NO WEBSITES allowed for reference entry. Include doi, page numbers, etc. Plagiarism must be less than 10%.

Analyze the key values, beliefs, and/or experiences that have shaped you and that guide your thinking and behavior. Explain how these values, beliefs, and/or experiences have influenced your workplace behavior in the past.

For this week’s Assignment, you will assume the role of a manager in the following scenario:

You have been selected by your organization to participate in a peer mentoring group for managers. The group has had its first meeting, during which the group moderator (i.e., the master mentor) has stressed the importance of having a clear understanding of who you are as a manager, the principles you will use to guide your managerial decision making, and how you will use your influence as a manager to be an agent of positive social change. You and your fellow mentees have each been charged with identifying your core values and beliefs and have been asked to write up a summary of these beliefs and values, as well as what authenticity, equity, and inclusivity mean to you as a manager.

As you prepare your summary, be sure to cover all items outlined, including the incorporation of references to appropriate academic sources, such as those found in the Learning Resources or those in the Walden Library.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 
WEEKLY RESOURCES
To prepare for this Assignment:

Review this week’s Learning Resources, and consider:

How you would define the concepts of “authenticity,” “equity,” and “inclusivity” as they relate to the role of a manager and
What core beliefs and values have shaped you as a person.

Download the Week 7 Assignment Template (Word document) Download Week 7 Assignment Template (Word document). 

BY DAY 7
Submit your 3- to 5-page summary, excluding references, being sure to address all components within each of the following sections: 
Authenticity, Equity, and Inclusivity

Analyze what authenticity means to you as it applies to the role of a manager.
Examine what an inclusive and equitable workplace is, including a description of its features, as well as an analysis of its impact on employees and the organization as a whole. Be sure to include specific examples to support your analysis. 
Summarize the role of a manager in promoting an authentic, equitable, and inclusive workplace.

Core Beliefs and Values

Analyze the key values, beliefs, and/or experiences that have shaped you and that guide your thinking and behavior.
Explain how these values, beliefs, and/or experiences have influenced your workplace behavior in the past.
Identify three specific instances where you have had to make ethical choices. For each instance:

Describe the situation and the various courses of action you could have taken;
Explain what you ultimately decided and why; and
Explain whether you would make the same decision today.

Discuss some of the challenges that organizations might face when attempting to implement AI in their operations.

 Artificial Intelligence (AI) is becoming an important and increasingly significant contribution to organizational performance. In Artificial Intelligence (AI) and the Accounting Function—A Revisit and a New Perspective for Developing Framework, Petkov (2020) explores the introduction of AI into the financial accounting function of organizations.Read the article and address the following in a 1–2 page paper:

Discuss some of the challenges that organizations might face when attempting to implement AI in their operations.
Propose two ways small businesses might take advantage of AI so they do not fall behind in an ever-evolving business environment.
Use two sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source slide at least one time within your assignment. For help with research, writing, and citation, access the library or review library guides.

Post an analysis of the culture of an organization you know well, to include the following:Briefly describe the organization you have selected.Identify one or two examples from this organization for each of the three levels of culture described by Lochner (2020, March 5):

Post an analysis of the culture of an organization you know well, to include the following:Briefly describe the organization you have selected.Identify one or two examples from this organization for each of the three levels of culture described by Lochner (2020, March 5): what we see, what we say, and what we believe.Next, indicate whether the organization’s internal and external cultures matched or were different, providing supporting examples.Finally, compare the organization’s vision and values to its actual culture and explain how managerial behaviors did or did not deliberately help shape culture for organizational success.

Discuss the pros and cons of using therapy treatment manuals with children/adolescents. 6.Discuss the role of the therapist with the child who has experienced significant trauma.

PLEASE:
Using APA format
NO PLAGIARISM
USE CONCEPT MAP FORMAT, ( TABLES, GRAPHICS)
ADD 3 REFERENCES NO OLDER THAN 5 YEARS
DUE DATE NOVEMBER 21, 2023
1 PAGE 

CONCEPTMAP-CASE.pdf

EMDR CASE STUDY Session 1 (Phase 1): B is an 8-year-old male who resides at home with his mother, father, sister, and dog in a suburban town. B comes to the office with anxiety, phobia, loss of appetite, weight loss, and panic when he is in school. B is in the second grade. B verbalizes each morning to his mother that he “will die at school,” resists getting on the bus each morning, and many times needs parental supervision to acclimate to the school environment at the beginning of the school day. B is overly consumed with fears of dying due to allergies, bee stings, and natural disasters. His home environment is conflictual with his parents arguing and threats of divorce have been overheard by B. He resides in a town in which a school shooting took place when he was in preschool. His parents report that B is unaware of the school shooting for “he hasn’t asked or talked about it at home.” The APPN noted that B was 4 years old at the time of the school shooting and at the onset of marital discord. Research indicates that the impact of trauma on the brain makes an imprint during precise developmental milestones (Adler-Tapia & Settle, 2017). This informed the APPN that B’s cognitive development was in the preoperational phase where pretend play allows for accessing memories, thoughts, feelings, and belief systems. Thus, the approach for starting sand tray therapy with B was thought to be appropriate. According to Erikson’s theory of development, B was navigating industry versus inferiority, and in his case fear and anxiety were overriding his ability to engage in his school environment to gain knowledge and develop new skills (Erikson, 1950). B’s anxiety symptoms started 6 months ago and have now necessitated intervention because the school counselor reported that B cannot tolerate being in the classroom without being disruptive to the school environment. Before B’s first appointment, his APPN assessed the school environment by counselor report and Mom and Dad report. The counselor stated there is some marital discord, no friendship issues, and B has never asked about the school shooting nor has he watched any news media on the event because his parents are careful not to expose him to the news. Session 2 (with child and parents; Phases 2 and 3): B presented to the office fidgety; he was hypervigilant as evidenced by looking behind his shoulder frequently and making eye contact with his mom and dad for reassurance. B explored the office space, playing with Legos and looking through the APPN’s miniature collection. B was assisted to create a happy/

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fun/calm place in the sand tray. He created a recent trip to Florida with his family placing an airplane in the sand tray as well as trees and seashells. B and this APPN spent some time talking about the positive emotions of the calm place and getting to know all the things that B likes to do. He mentioned that he used to like soccer and baseball, but that he gets nervous on the field now. B was encouraged to create a container out of Legos that became a 4 × 4 box with no doors or windows and tightly closed in a pyramid fashion at the top, leaving no openings. B was instructed to think of all his mixed-up thoughts and put them in the container as the APPN opened the top of the pyramid structure. B leaned his head over and made a rushing water sound and emptied his mixed-up thoughts into the container. B was then asked if he liked a certain smell from an essential oil collection. B selected cinnamon, and as he focused on his fun/happy/ calm place, he was taught the butterfly hug (an EMDR self-soothing technique) as he inhaled the smell of cinnamon. B took deep breaths while holding his cupped hands in front of his face like he was drinking an invisible bowl of soup. He inhaled the bowl of soup and then blew the soup, cooling it off slowly, focusing on belly breathing. B was then given a stack of sticky notes and a zip lock bag to take home, and he and his parents were instructed to write down the things that happen through the week that make him have mixed-up thoughts. B asked if he could take a little treasure chest home with him to put his worries in so he could bring them back to the office next week. The session then ended as he skipped out of the room. Session 3: (Phases 3 to 7): B returned to the next session exclaiming how excited he was to bring his mixed-up feelings back to the office. B gave the APPN his smaller treasure box and he put them in his pyramid container. The APPN then continued the assessment phase. B was asked to share what home was like on one side of the sand tray and on the other side what school was like. B created the home environment by placing a play cell phone (mom) in the middle of the sand, a boy figure (self) with two guard robot men next to the boy, a little girl (sister) playing in a corner of the sand with My Little Pony figures, and a man figure (dad) in a separate corner up on a hill by himself laying down sleeping. All figures in the home environment were separated in different corners of the sand. When B was asked to share what school was like with the APPN, B placed a little boy (self) in the middle of the sand with snakes all around him, three little snakes (his teacher, the principal, and his school therapist), and one large snake (not designated by B as any particular person) draped across the

sand tray. B was introduced to a BLS handheld tapping (buzzing) device and orientated to how it worked. B was excited to use the buzzies with one in each sock and stated they “feel good buzzing in my feet.” B was asked to label the emotion in both sides of the sand tray. B stated “lonely” in his home environment, and “nervous” in the school environment. B was then asked what he believed about himself when he feels nervous; for example, “if he was wearing a T shirt that said something about himself when he felt nervous, what would it say?” B stated that, “It would say I am not safe.” B was then asked how he would like to think about himself. He stated: “I am safe,” which he rated as a 2/7 VOC. B was then asked to rate how much that bothered him from 0 to 10. B stated that he felt it big with his arms wide open as a 10 and that the feeling lived in his belly. B verbalized who each object stood for on each side of the sand tray without being asked. He then placed the buzzies in his sneakers as he focused his attention on his school environment with the buzzing left, then right (BLS). In between each set, B was asked to take a deep breath and let go of the feeling as well as rate the thought of feeling unsafe from 0 to 10. After 10 to 12 sets of BLS, B rated his level of unsafe to be a 0 and proceeded to remove the snakes from the school side of the sand tray, leaving only the boy by himself in the sand tray. B then moved onto playing with a truck in the office. B’s focus was then redirected to his happy/fun/calm place with three to four slow sets of BLS. At the end of the session, the APPN removed the top Lego of the container to allow for B to let the negative thoughts, images, and feelings in the container. He walked outside to the hammock and his mom was asked to swing him in the hammock slowly as he closed his eyes and imagined his happy/fun/calm place. He left again with his treasure chest and holding his mom’s hand. Session 4: (Phases 3 to 7): Continuation of reprocessing: B arrived at the next session with the treasure chest as he emptied it into the bigger Lego container in the office, all by himself this time. B and the APPN discussed the week and how things were at school. B informed his APPN that he is afraid when he is on the playground at school. B stated that he again “was unsafe” and it was a big 10 feeling in his belly. The APPN asked B to use the sand tray to show the playground. B placed a boy in the middle of the sand tray with 10 to 12 army figures all around the boy with guns facing him. He then placed the big snake (the same one he used during the last session) in the middle of the sand tray. He asked for the buzzies to put in his sneakers again. The APPN handed the buzzies to him, letting him know

that he can use the stop word like they had talked about in the last session if he wanted to stop. B continued to play in the sand tray, this time moving the figures around, taking a two-headed dragon and blowing all the army men out of the sand tray and throwing the snake out of the sand tray. He continued by replacing the army men with a few other boy-like figures in the sand. He then stated, “I’m done.” The APPN asked him how big the unsafe was now. He stated, “It’s all gone now.” The session ended with a body scan and B swinging in the hammock, asking his mom to swing with him in the hammock. They swung for 15 minutes together. Subsequent sessions (Phases 3 to 8): These continued through the reprocessing of the “unsafe” NC at school for two more sessions. Within 1 month, B was able to tolerate being in the classroom without event and started riding the bus to school with his peers. His parents were counseled on having a talk with him about the school shooting. Upon disclosure, he stated to the parents that he had known for months and was waiting for them to tell him about it. This conversation and sand tray EMDR therapy allowed B’s anxiety symptoms to decrease, which helped him to re- socialize and play soccer and baseball again. These family conversations allowed B to reintegrate into a developmentally competent industrious school-aged boy, learning new skills and becoming social again, regaining Erikson’s development stage of industry. B spent his summer at a local summer camp with no panic episodes.
RESOURCES FOR WORKING WITH CHILDREN Technology advances are augmenting our practice and education. Telepsychiatry is an ever-expanding practice opportunity for APPNs and has dramatically increased access to mental healthcare for families who don’t have accessible services in their communities. Therapists are practicing via the Internet in real time sessions with patients. See Chapter 4, on tele mental health. Virtual reality via goggles can provide exposure therapy in the office with virtual reality simulations, and adolescents can practice problem-solving skills with virtual school or peer situations. Therapeutic games can provide mastery experiences that are very engaging for children and adolescents. Applications or apps provide a way for children to record and measure healthy behaviors and/or chart moods. See Table 21.6.

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Therapists are receiving training with avatars, virtual patients who respond to the therapist’s questions and comments and provide a safe learning environment for acquiring new psychotherapy skills. TABLE 21.6 APPS FOR CHILDREN
Application Name Description Usability/Cost
MoodKit
◦-Exportable mood charts with 7- and 30-day views ◦-Unlimited mood
ratings and notes per day ◦-Over 200 mood
◦-Easy to use ◦-$4.99
Headspace: Mindfulness App
◦-Guided meditation ◦-Good for teens.
◦-Easy to use ◦-$12.99/month
Stop, Breathe, and Think Kids
40+ missions to develop the superpowers of
◦-Easy to use ◦-Free
Breathe2Relax
◦-Stress reduction and stress management tool provides info on toxic stressors ◦-Engages
◦-Easy to use ◦-Free
Optimism ◦-Mood charting
app ◦-Captures triggers
that induce stress ◦-Wellness planning
◦-Easy to use ◦-Free

Other resources for advanced practice psychiatric nurses who specialize with children include: ◦ Journal of Child and Adolescent Psychiatric Nursing ◦ American Psychiatric Nurses’ Association—Child and Adolescent
Council ◦ See Table 21.7 for resources for therapists and families
TABLE 21.7 RESOURCES FOR THERAPISTS AND FAMILIES
Calm Kids
◦-Mindfulness/ Meditation through story telling/music/ sound ◦-Daily tracker ◦-Age categories:
◦-Easy to use ◦-$20.00
Finger Driver ◦-Left right
(bilateral) games to allow for finger to drive a car on
◦-Easy to use- ◦Free
CBT Tools for Youth
Allows children ages 4+ to label feelings, find level of the emotion, locate feeling in body, recognize tools to
◦-Easy to use ◦-$2.99 a year
Binaural Beats ◦Ages 12+ ◦Anxiety Stress/
Relief app
◦-Easy to use- ◦Free
Therapist Resources:
American Academy of Child and Adolescent Psychiatry
www.aacap.org
American Academy of Pediatrics/ Mental Health Initiatives
www.aap.org/mentalhealth

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http://www.aacap.org/
http://www.aap.org/mentalhealth

POST-MASTERS TRAINING FOR CBT & EMDR THERAPY APPNs who love working with children and adolescents can have a challenging and rewarding career as a nurse psychotherapist. Graduates leave psychiatric mental health nurse practitioner (PMHNP) programs with beginning competencies in psychotherapy. Study, consultation, further training, and experience with different schools of psychotherapy and with different age groups allow students to “try on” the role of psychotherapist and see which therapeutic approach and which population resonates with them. As a licensed mental health provider, you will have many educational workshops available so you can develop expertise. Ongoing supervision with a master child therapist is essential for expert practice.
Evidence-Based Child and Adolescent Psychosocial
www.aap.org/enus/Documents/ CRPsychosocialInterventions.pdf
State Statutes Child Abuse & Neglect
www.childwelfare.gov/topics/ systemwide/laws-policies/state
Best Children’s Books About Mental Health
childmind.org/article/best- childrens-books-about-mental-
Resources for Families:
Facts for Families www.aacap.org/aacap/ families_and_youth/ facts_for_families/fff-guide/FFF-
Center for Disease Control and Prevention/Children’s Mental
www.cdc.gov/ childrensmentalhealth/index.html
Reach Institute: Evidence-based mental health information for families
www.thereachinstitute.org
Attachment and Trauma Center of Nebraska: Free resources and free parent class for parents
www.atcnebraska.com

http://www.aap.org/enus/Documents/CRPsychosocialInterventions.pdf
http://www.childwelfare.gov/topics/systemwide/laws-policies/state
http://childmind.org/article/best-childrens-books-about-mental-health/
http://www.aacap.org/aacap/families_and_youth/facts_for_families/fff-guide/FFF-Guide-Home.aspx
http://www.cdc.gov/childrensmentalhealth/index.html

Home

Home

CBT Training Beck Institute for CBT Training - CBT for Children & Adolescents, now also online. In order to achieve certification as a trauma-focused cognitive behavioral theraoy (TF-CBT) therapist, one must be a licensed mental health practitioner; participate in a live TF-CBT 2-day training; participate in 12 consultation sessions by an approved TF-CBT consultant; complete three TF-CBT cases with measurable outcomes; and pass a TF- CBT knowledge-based exam. The criteria are available at tfcbt.org/TF- CBT-certification-criteria/
EMDR Therapy Training Therapists start by participating in an Eye Movement Desensitization and Reprocessing International Organization (EMDRIA) approved basic training that is 50 hours, which includes 20 hours of didactic, 20 hours of practice and 10 hours of consultation. See Chapter 7. Some EMDRIA approved basic trainings focus on teaching therapists to work with developmentally grounded EMDR therapy focused on children (Adler-Tapia & Settle, 2017). There is also EMDR therapy advanced training to work with children available after basic training and certification in EMDR is completed. Additional training in EMDR therapy for working with children is available from: ◦ Ana Gomez, LPC: Online and in person intensives on EMDR with
children as well as sand tray therapy with EMDR www.anagomez.org ◦ Robbie Adler-Tapia, PhD: Offers basic training and advanced training
approved by the EMDRIA Institute with in-person training and remote clinical supervision https://www.drrobbie.org/trainings-workhops
CONCLUDING COMMENTS Child/Adolescent specialists are on the forefront of some exciting trends in psychiatric/mental health practice. “There is accumulating evidence that some behavior problems can be prevented. Effective strategies include supporting parents' mental health, reducing exposure to stresses, helping parents learn to both read and help modulate infant’s emotions, and helping parents learn ways to stimulate and have positive interactions with their infants and young children” (Adam & Foy, 2015, p. 203). Another prevention opportunity is the incorporation of psychoeducation into school

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health curriculums so that all children and teens receive instruction in mental health resources, coping strategies, and problem-solving knowledge and disemination about to build resilience. This is beginning to happen in response to school tragedies and the impact of ACEs on mental and physical health. Integration of behavioral health into primary care/pediatric settings provides new practice opportunities for APPNs. Screening of all children for depression is recommended by the United States Preventive Services Task Force (USPSTF) and American Academy of Pediatrics. APPNs also advocate for routine screening for anxiety, substance use risk, and adverse childhood experiences in all health settings for children and adolescents. Early intervention is key to improving the trajectory of psychiatric disorders that begin in childhood and adolescence. Also, teaching and providing brief evidence-based interventions such as MI for young people at risk of substance use and other risky behaviors is essential. In working with children and adolescents with common age-related adjustment struggles, those who have trauma and stressor-related disorders, and other psychiatric disorders that generally present in childhood, the nurse therapist can facilitate optimal growth and mastery. From what we know from neuroscience, change is always possible with children and teens, and the young person’s ongoing growth and development is on the side of learning and positive outcomes as they work with the APPN in therapy. With so much potential for positive change, child and adolescent psychiatric/mental health nursing is an exciting and rewarding practice specialty for APPNs.
DISCUSSION QUESTIONS 1.Discuss your experiences with using evidence-based therapies in child/ adolescent treatment. 2.Compare/contrast the development of a therapeutic relationship with adolescents versus adults. 3.Describe how the APPN can partner with parents in psychotherapy with adolescents/children. 4.Review the “Evidence-Based Child and Adolescent Psychosocial Interventions” chart at www.aap.org/en-us/Documents/ CRPsychosocialInterventions.pdf What surprised you? What did you assume was an evidence-based intervention that has little evidence to support it?

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5.Discuss the pros and cons of using therapy treatment manuals with children/adolescents. 6.Discuss the role of the therapist with the child who has experienced significant trauma. 7.How does the APPN conduct an initial interview with a child/adolescent differently than the initial psychiatric evaluation with an adult? 8.Describe how the APPN can integrate psychotherapy and pharmacotherapy in an outpatient practice.
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Describe the differences between the federal Medicare program and the Medicaid program in your state and how they impact financial reimbursement from the perspective of the healthcare system.

Overview
Even before the Affordable Care Act was enacted, the government-run Medicare and the state-run Medicaid programs extended healthcare services to all U.S. citizens above age 65, to citizens with disabilities, and to citizens belonging to low-income groups. Considering the rising cost of healthcare services, create a PowerPoint presentation comparing the two programs.
This activity will help you distinguish between Medicare and Medicaid. It will also enable you to assess the impact of Medicare and Medicaid on organizational financial performance and strategic planning.
Directions
Create a PowerPoint presentation with speaker notes. In your speaker notes, be sure to indicate which notes belong with each slide.
If you need writing support, access the Online Writing Center through the Academic Support module of your course.
Specifically, you must address the following rubric criteria:

Medicare vs. Medicaid: Describe the differences between the federal Medicare program and the Medicaid program in your state and how they impact financial reimbursement from the perspective of the healthcare system. Consider the following questions to guide your response:

What are the features of the two healthcare programs?
Considering the age and disabilities of the groups covered by the two programs, what aspects of healthcare services will be in most demand?
How will you obtain updates about the changes in the Medicare Physician Fee Schedule and the state Medicaid Physician Fee Index?

Costing and Strategy: Explain why healthcare administrators need to consider cost when strategically planning for Medicare and Medicaid population growth. Consider the following questions to guide your response:

What is the percentage growth in consumer base?
Which healthcare services (for example, virtual healthcare, wellness programs, fitness center memberships, and so on) are the most in demand because of this consumer growth?
What changes can you propose in healthcare strategies to meet this change?

Cost-Reduction Initiatives: Identify cost-reduction initiatives and state how you would operationalize them within the healthcare environment. Consider the following questions to guide your response:

Which are the services with the greatest potential to reduce costs?
Would external relationships with other healthcare systems or service providers help reduce costs?
Would helping the consumers choose the correct healthcare plans help curb costs?

Cost Control: Describe at least two effective, alternative ways to control rising healthcare costs Consider the following questions to guide your response:

Which are the healthcare services where the costs have gone up the most?
Which preventative healthcare services could be used to control these costs?
Which less expensive services could be offered as alternative options?

Note that your presentation should be evidence based. Your citations should be from your independent search for evidence (not from the scenario, textbook, or module resources) of credible sources and be current within the last five years. You are required to cite a minimum of two sources overall. Refer to the IHP 630 Library Guide located in the Start Here section of the course for additional support.
What to Submit
Your submission should include a 4- to 6-slide PowerPoint presentation and a 2- to 4-page Word document containing your speaker notes. Use a clear, professional font and appropriate PowerPoint presentation slide design. Speaker notes should be typed in 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style.
Please follow instructions carefully 

Watch the entire eight-episode Flint Town series on Netflix as paced on Netflix. You are a candidate for the Chief of Police position in Flint, Michigan. You have been asked to provide a “Police Leadership Vision Statement” as part of your application process. Elected and non-elected city officials, police union and management representatives, and community members are part of the hiring advising committee that will evaluate your statement and overall candidacy. You call your old policing professor for advice and he advises that you follow this structure in crafting what should be no more than a ten page, double-spaced statement. What is your vision for the department? What challenges and opportunities do you identify for the department in pursuit of this vision? (identify four challenges and four opportunities; briefly explain them)

Watch the entire eight-episode Flint Town series on Netflix as paced on Netflix.
You are a candidate for the Chief of Police position in Flint, Michigan. You have been asked to provide a “Police Leadership Vision Statement” as part of your application process. Elected and non-elected city officials, police union and management representatives, and community members are part of the hiring advising committee that will evaluate your statement and overall candidacy.
You call your old policing professor for advice and he advises that you follow this structure in crafting what should be no more than a ten page, double-spaced statement.
What is your vision for the department?
What challenges and opportunities do you identify for the department in pursuit of this vision? (identify four challenges and four opportunities; briefly explain them)
How do you propose addressing these challenges and opportunities given the existing constraints in which the department finds itself? (identify at least four constraints and how you would address each of them)
As always, he advises you to use endnotes to cite the abundance of appropriate course readings and videos and outside research you are using as foundations for your answers.
Make sure to follow the directions above, especially the part about integrating appropriate course readings readings and videos and substantive outside research.
Use 12 point Times New Roman fonts and Arabic (1, 2, 3…) numerals for your endnotes. Endnotes do not count towards your page total. In addition to the quality and effectiveness of your writing, vision, and arguments, using assigned course material is a key component to this grade. This is a “real world” assignment and will be assessed from that perspective. In other words, how do you stack up with the other applicants and would your statement earn you this position.
Rubric
Paper Rubric
Paper Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeWriting
The quality of writing (grammar, style, and structure).
40 to >36.0 pts
Excellent
Excellent writing across the board (grammar, style, and structure).
36 to >32.0 pts
Above Average
Above average writing across the board (minor inconsistent mistakes in grammar, style, and structure).
32 to >28.0 pts
Average
Average writing (inconsistent-to-consistent but moderate mistakes in grammar, style, and/or structure).
28 to >24.0 pts
Below average
Below average writing (consistent substantive mistakes in grammar, style, and/or structure).
24 to >0 pts
Fail
Failure to meet writing expectations (consistent severe mistakes in grammar, style, and/or structure) OR assignment was not turned in by the deadline.
40 pts
This criterion is linked to a Learning OutcomeDirections
The ability to follow directions related to answering all of the questions, sourcing, format, etc.
30 to >27.0 pts
Excellent
You paid attention big time and did everything that was asked.
27 to >24.0 pts
Above average
You were off a bit on one the the directions but you still generally met the requirements.
24 to >21.0 pts
Average
Inconsistent with following some of the directions but generally met requirements.
21 to >18.0 pts
Below average
Inconsistent with following the directions and failed to meet some assignment requirements.
18 to >0 pts
Fail
You did not follow most or all of the directions and failed to meet core requirements of the assignment OR assignment was not turned in by the deadline.
30 pts
This criterion is linked to a Learning OutcomeSubstance
The ability to substantively answer the question while demonstrating an understanding of the required material, critical assessment and judgment, and persuasiveness of argument.
150 to >135.0 pts
Excellent
You substantively answered the question while demonstrating an understanding of the required material, critical assessment and judgment, and persuasiveness of argument.
135 to >120.0 pts
Above Average
You substantively answered the question while demonstrating an understanding of the required material, critical assessment and judgment, and/or making a persuasive argument, but you could have shown improvement in one or more of these areas.
120 to >105.0 pts
Average
You mostly answered the question while mostly demonstrating an understanding of the required material, critical assessment and judgment, and/or making a persuasive argument.
105 to >90.0 pts
Below average
You did not fully answer the question while exhibiting severe difficulties demonstrating an understanding of the required material, critical assessment and judgment, and/or making a persuasive argument.
90 to >0 pts
Fail
You failed to answer the question while exhibiting severe difficulties demonstrating an understanding
Books used.
the police in america and introduction samuel walker/ charles m katz tenth edition

What characterizes these renaissances and revolutions? Are they, in fact, renaissances and revolutions? Why or why not?

. What characterizes these renaissances and revolutions? Are they, in fact, renaissances and revolutions? Why or why not?

Reflection Paper: Social Action Research Process, Community Outcomes and Impact Assignment As a result of the team process experience in the Group Project, there was the expectation of implementing and evaluating the process. Reflect on the following set of questions and write a Reflection Paper. Reflecting on your experiences, summarize your social action research process, outcomes and impact using the questions below. Who did your team worry about (vulnerable audience)? Why? What was the root problem that was causing difficulties for your vulnerable community?

1. Reflection Paper: Social Action Research Process, Community Outcomes and Impact Assignment As a result of the team process experience in the Group Project, there was the expectation of implementing and evaluating the process. Reflect on the following set of questions and write a Reflection Paper. Reflecting on your experiences, summarize your social action research process, outcomes and impact using the questions below. Who did your team worry about (vulnerable audience)? Why? What was the root problem that was causing difficulties for your vulnerable community? What (outside/staff…) stakeholders helped out? What did they do? How did you discover the root problem affecting your vulnerable community? How did you work with vulnerable community members to design an activity? What was the activity? What changed because of the activity (outcome)? Such as increases in knowledge and resources, changes in policies, and changes in behavior. Will your community partner(s) continue to implement your research further? This should not exceed three pages in length. This reflection paper can be written in the first person, and it needs no specific references. You are not required to cite readings and videos. Please use an APA-formatted cover page, 2. Assignment: Resume Instructions Using the resources posted this week, develop or update your current professional resume highlighting the knowledge you have gained at Springfield College. Your resume should not exceed 2 pages in length. On a separate page: Review your resume and answer the questions. Would you hire you? If yes, why? If no, why not? If your answer in no, you should revise your resume before submitting. All written assignments must include specific references from the required readings and videos, an APA formatted cover page, and references. 3. Assignment: Create a Resource Guide on Networks Create a resource guide that includes 3 potential networking opportunities related to human services students and/or professionals. This project should be formatted as a handout or booklet. See booklet example: Guide to Effective & Authentic Networking. Make sure your handout or booklet is informative and visually appealing. Topics that could be represented in your handout: value of mentoring and internships volunteering opportunities relative to creating viable professional networks explain where do you look for supportive individuals and mentors when building a network 4. Discussion: Completing Your Degree Reflect on the reasons why you chose to attend Springfield College and earn your undergraduate degree. Now that you are completing your journey with us, how does earning your degree encourage or empower you? How can you share that encouragement or empowerment with your family or community? Your original post should be at least 100 words. 5. Hot Topic Discussion: Lessons in Life People Learn Too Late After watching the hot topic video on 5 Lessons in Life People Learn Too Late video, identify three personal lessons you have learned late in life. Discuss your response to experiences if you had learned these lessons earlier in life. 6. Discussion: Self-care After reading the peer-reviewed article this week and reflecting on the importance of self-care, identify one strategy that you would recommend that would engage human service students in counseling-seeking behavior. Your original post should be at least 100 words. 7. Assignment: Finding Your Perfect Job Describe your perfect job, including the following: Job title Management supervision responsibility Minimum salary requirements Working environment (i.e., in office, remote) Geographic location Research your perfect job and post a link to an opening for this job. Based on your qualifications, are you the “perfect fit” for this “perfect job?” This should not exceed two pages in length. All written assignments must include specific references from the required readings and videos, an APA formatted cover page, and references.