Category: Company

Ethics and Morals

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At this early stage of the course, consider your own pre-existing thoughts on the topic of ethical behavior.
What problems arise in the application of personal ethics to law enforcement practices and to the criminal justice system?
What is the difference between morality, ethics, and professional standards? How should a professional in the criminal justice system resolve a conflict between his or her personal ethics and the requirements of the job?
In the criminal justice field, it is not uncommon for professionals to encounter ethical dilemmas: situations where there is more than one possible ethical action to take. Consider an officer who is questioning an addict on the street. Should the officer look the other way if the addict begins suffering withdrawal symptoms and wants to ingest a narcotic? The “ethics of duty” require the officer to prevent the drug use and make an arrest. However, the officer’s personal ethics might demand that he or she show compassion toward a suffering person.

Is Happiness Worth a Pay Cut?

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Work isn’t supposed to be the best part of your day. It serves a purpose: working earns us money which allows us to survive and, hopefully, extra income gives us the ability to do things we enjoy, too. The longer we work and the harder we try, the more money we make. With any luck, that extra spending money becomes fancy cars, bigger houses, designer shoes.
Several years ago, I left journalism in search of a bigger career. Journalism is a field I love, but a field known for overworking and underpaying its employees, so I left it, taking an editing job with a large company’s website. The pay was great; I moved from Washington, D.C., to a much cheaper city, and took home a hefty raise despite the cost of living being much lower in my new home. I enjoyed it for a while, going out to eat more often and ordering more expensive wines than I ever could before.
Once the excitement of “oh-my-gosh-I-can-afford-this” wore off, I began to learn that, in a different way, I was paying for that extra income. I didn’t feel challenged at work; I didn’t feel as though I had purpose.
I brought home my paycheck, but I’d left my happiness and sense of purpose behind in the old Washington Post building. I wanted to return to journalism, but to do so meant giving up my shiny, big-world salary.
I took the lower salary, and decided it was time to redefine success.
Success is taking on a challenge and finding a solution. It’s coming into a new position and doing it in a way that’s never been considered before. It’s surprising your boss with innovation. It’s having a fulfilling job and home life.
We spend less and save more now that we have less disposable income. I shop sales and never want to upgrade my MINI Cooper. Best of all, I’m happy to go to work, and I come home feeling grateful to do something I love. I’m satisfied with what I have: a job I enjoy, and time to enjoy being around my husband and our dogs. I have everything I need, and many things that make life a little bit better.
Source: Wile, K. (2017). Life lines: Is happiness worth a pay cut? Bizwomen. Retrieved from https://www.bizjournals.com/bizwomen/news/out-of-the-office/2017/06/life-lines-is-happiness-worth-a-pay-cut.html?page=all
First Post—Module 1
The wages/salaries we make are important for our livelihood, but just how important?
• Have you worked a job where the pay, benefits, location, etc., were terrific, but you just were not happy? On the other hand, have you worked a job where the pay, benefits, location, etc., were not so hot, but you were still happy? (If these situations do not apply to you, does one or both describe something someone you know has experienced?)
• Is there a job or career you would never pursue regardless of the pay offered to you? If so, what job and why?
• Should employee happiness be one of the compensable factors employers should look at in their job evaluation process when determining the pay for a position? Why or why not?

Descriptive statistics for data within the organization

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There is often the requirement to evaluate descriptive statistics for data within the organization or for health care information. Every year the National Cancer Institute collects and publishes data based on patient demographics. Understanding differences between the groups based upon the collected data often informs health care professionals towards research, treatment options, or patient education.
Using the data on the “National Cancer Institute Data” Excel spreadsheet, calculate the descriptive statistics indicated below for each of the Race/Ethnicity groups. Refer to your textbook and the topic Resources, as needed, for assistance in with creating Excel formulas.
Provide the following descriptive statistics:
1. Measures of Central Tendency: Mean, Median, and Mode
2. Measures of Variation: Variance, Standard Deviation, and Range (a formula is not needed for Range).
3. Once the data is calculated, provide a 150-250 word analysis of the descriptive statistics on the spreadsheet. This should include differences and health outcomes between groups.

 

Causes of prejudice

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Explain the various causes of prejudice, including the theoretical perspectives
presented in this chapter. Explain and evaluate the research evidence that has
been presented. Which theories seem most credible in terms of evidence? Why?
Try to think of an incident—from your own experience, the news, or popular
culture—that illustrates each theory

There are many definitions which apply to Risk Assessment

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There are many definitions which apply to Risk Assessment and students need to become familiar with each of them. Provide a definition of the following terms:

Define critical infrastructure and key asset inventory.
Define criticality assessment.
Define threat assessment.
Define vulnerability assessment.
Submit a 1-page paper defining and summarizing the various terms and explain how they will relate to your Crime Prevention / Risk Assessment Project.

Interview a selected elder from the community

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interview a selected elder from the community (signed consent form required)

2. Select 2 assessment tools covered in class (e.g. Occupational History Interview, Quality of Life Assessment, Interest Checklist) to use during the interview process and summarize the results of the assessments.

3. Complete a pie graph, line graph or bar graph depicting percentage of time spent by the elder on specific occupations. Summarize the graph to determine areas of imbalance or the need for wellness activities to be incorporated (problem list).

4. Conduct research to obtain evidenced based practice related to:

Ø Wellness programs and service delivery options within this emerging practice area with particular emphasis on new and emerging approaches/techniques.

Ø Primary Care in the role of prevention and health promotion

5. In collaboration with the occupational therapist, establish 4 LTG and 2 patient education goals derived from the resulting problem list. Include treatment approaches and selected activities (that reflect patient’s interest) to attain goals.

6. In collaboration with the occupational therapist, the students will use the results to create a Wellness Program with particular emphasis on new and emerging approaches/techniques for the elder.

7. Students are to review the results and recommendations with the elder to determine if they are interested in pursuing the goals/intervention planned.

8. Present outcomes via Power point the resulting Wellness program/project with input/responses from the elder. Additional multimedia formats are a plus (e.g. videotaping the interview)