Tag: “

“Drug Courts,”

Posted on | by

Review Chapter 17, “Drug Courts,” in the course text Handbook of Forensic Mental Health with Victims and Offenders: Assessment, Treatment, and Research. Reflect on the different approaches for treating drug offenders in forensic populations.

Review the Week 5 Case Studies document, provided in the introduction area of this week’s discussion, and select one of the scenarios to use.

Review or familiarize yourself with the types and classifications of drugs on the SAMHSALinks to an external site. Web site.
In 250-300 words, post a brief description of the case study and provide details on the treatment approach you selected to use. Explain why this treatment approach best addresses the issues in the case study. Then describe one limitation of this treatment approach, explain why it is a limitation, and explain how you would address it.
Resources:

The classic Beatles song “Hey, Jude,”

Posted on | by

 

 

 

 

 

 

 

Keep in mind or play online the classic Beatles song “Hey, Jude,” as originally written in a major key, and enjoy the strong beat and haunting melody. Then listen to this version written in a minor key. https://www.youtube.com/watch?v=68Pu0sdmBsM

Despite the change from a major key to a minor one, in what ways are both versions of the song similar?

How does the change to minor key affect the emotional qualities of the song?

“How to Make it in College, Now that You’re Here,”

Posted on | by | Leave a Comment on “How to Make it in College, Now that You’re Here,”

 

 

 

 

 

In his essay, “How to Make it in College, Now that You’re Here,” what does Brian O’Keeney recommend students do to manage their time and responsibilities more effectively? Which of these suggestions are you most likely to use? Which are you least likely to use? Why?

 

Understand Kate Chopin’s “The Storm,”

Posted on | by

 

https://bit.ly/33pIzDo
1) Identify the TRIANGLE of the 3 main CHARACTERS within this story. (Note that many ‘romances’ have a ‘love triangle’ to move the plot forward.) Describe each character briefly in a short phrase. Anchor what you say with a short QUOTE and CITE for EVIDENCE using at least 2 short quotes. Also, what is the SETTING of the story — how does the weather affect the characters? (How is the storm appropriate for the ‘romance’ element here? If you want, Google the ‘pathetic fallacy’ for two minutes — when weather reflects what the characters in a story are experiencing. Today we don’t use the pathetic fallacy in writing, but in the 19th century, it was a more widely used convention for authors like Chopin.)
2) What kind of a person is Calixta? Select a QUOTE and CITE for EVIDENCE on Chopin’s description of her early in the story. Does Kate Chopin ‘judge’ Calixta’s affair with Alcée? Why or why not? (Do you think a male writer would have treated her differently?)
3) Look at the ending of the story. Why doesn’t Calixta get upset with Bobinôt about her son Bibi getting covered in mud during the storm? Does Calixta show any sense of guilt about her affair with Alcée? How can you tell? Anchor what you say with short direct QUOTE and CITE from the story for EVIDENCE. Is this scene of the family getting back together psychologically realistic or not? (How does Chopin give clues as to what Calixta is really feeling in this scene?)
4) Challenge Questions — Look at the 2 letters that end the story. Who writes them? What do they say? Does the story imply that the affair between Calixta and Alcée might continue? What do you think? Finally, does Chopin show a ‘sophisticated’ understanding of human nature and the complex social rules between men and women of her time in the ending of this story? Again, try to use a QUOTE and CITE in your response. Finally, why couldn’t this story get published in the 1890s? What is ‘transgressive’ about the story? (What does it show about the society of its day that readers in the 19th century may not have wanted to know or realize — something that Chopin calls out in her fiction?)

 

 

Systems,” “Managing Information Security Risk,”

Posted on | by

 

 

 

Conduct a full risk assessment against the same corporate profile selected earlier. Based on the information obtained from previous assignments, provide a synopsis on how to manage identified risks, and describe the tools and strategies that will ensure network security.

 

 

Prerequisite: Using a vulnerability scanner obtained for the previous assignment, conduct a full scan against all servers in the domain. (This information will be used in Part 3 of the assignment.)
Use the following guidelines to create a four to five-page report.
Part 1: Prepare for Risk Management (“Establish a Framework for Managing Risk”)
1. List the corporate requirements (i.e., standards, laws) associated with the company. Briefly explain the impact of non-compliance.
2. Develop categories and a classification method for company information systems. List at least eight categories for various people, processes, hardware, software, and data applicable to the company. Describe the data/system classification scheme as well as the reasons for selecting it.
Part 2: Identify Risk (“Where is the Risk to My Information Assets”)
1. List a minimum of 20 assets (data, systems, people, processes, etc.) and measure their value to the company (Low, Moderate, High, Critical) in a simple table.
2. In one column, identify assets that can impact company compliance, customer satisfaction, competitive advantage, or business productivity (i.e., Business Impact Analysis).
Part 3: Assess Risk (“How Severe is the Risk to My Information Assets”)
1. Identify, measure (quantitative and qualitative), and mitigate key information technology risks. In addition, describe each of the tasks associated with risk framing, assessment, response and monitoring. Refer to risk models (e.g., “Managing Information Security Risk”).
2. Select the optimal risk assessment methodology based on corporate needs. Compare the advantages/disadvantages of your selected risk assessment methodology to others used in the industry.
3. Provide a diagram of the matrix that was used to assess risk.
4. Define for each asset the potential threats, the likelihood the threat will occur or be successful, and the impact loss the asset will have on the company (Risk Mitigation Economics). Note: This includes disasters, loss of power, employee resignations, system malfunctions, drop-in customers, etc.
5. Using the vulnerability scan, list in a table a minimum of 15 identified threats (open vulnerabilities) to the information systems, the impact of the exploited vulnerability, and remediation steps (countermeasures) to remove or reduce either impact or likelihood from threat.
Part 4: Define Risk Appetite (“How Much Risk is Acceptable to My Organization”)
1. Review the characteristics of a risk appetite within Chapter 6 of the course text.
2. Establish a Risk Appetite Statement for the company.
3. Define the Risk Tolerance of the company.
Part 5: Control Risk

Strong Moral Principles In Robert Frost: “Mending Wall,” And Langston Hughes: “Mother To Son,”

Posted on | by Brian Leakey | Leave a Comment on Strong Moral Principles In Robert Frost: “Mending Wall,” And Langston Hughes: “Mother To Son,”

 

 

Describe How Two Of The Characters Display Strong Moral Principles In Robert Frost: “Mending Wall,” And Langston Hughes: “Mother To Son,”

Vauhini Vara’s article”Ghosts,”

Posted on | by Brian Leakey | Leave a Comment on Vauhini Vara’s article”Ghosts,”

 

In Vauhini Vara’s article”Ghosts,” she uses AI to help her write about the death of her sister. What role do you think artificial intelligence should, or will, play for students writing in the future? We already use applications like spellcheck and autocomplete–where do you think we should draw the line for the use of these types of applications with student writing?

https://www.thebeliever.net/ghosts/ Link to article

Vauhini Vara’s article”Ghosts,”

Posted on | by Brian Leakey | Leave a Comment on Vauhini Vara’s article”Ghosts,”

 

In Vauhini Vara’s article”Ghosts,” she uses AI to help her write about the death of her sister. What role do you think artificial intelligence should, or will, play for students writing in the future? We already use applications like spellcheck and autocomplete–where do you think we should draw the line for the use of these types of applications with student writing?

https://www.thebeliever.net/ghosts/ Link to article

“Agency’s Law and Ethics of Hiring a Diverse Workforce,”

Posted on | by

 

, titled “Agency’s Law and Ethics of Hiring a Diverse Workforce,” in which you:

Analyze at least two laws or two court decisions that have implications for the agency’s personnel management (title this section “Laws Affecting the Agency”).
Evaluate the agency’s approach to diversity issues, highlighting the strengths and weaknesses (title this section “Personnel Recruitment and Hiring Practices”).
Evaluate the agency’s approach to ethics and diversity training programs provided for new and existing employees, highlighting the strengths and weaknesses (title this section “Ethics and Diversity Training”).
Recommend at least two actions the agency could take to improve in the areas of recruiting and training a diversified workforce (title this section “Recommendations for Recruiting and Training a Diversified Workforce”).
Appropriately incorporate at least four quality sources.

“Enhancing Family Functioning and Relationships,”

Posted on | by

 

Describe briefly the first step to engaging a family or couple.
Give one example of either a problem-solving approach or skills training approach that you would use working with a couple or family.
Describe how you might identify and describe misconceptions or distorted cognitions to the couple or family you are working with to assist in modifying communication patterns.
Describe how culture may influence your engagement with the couple or family as a social worker and how a cultural perspective may dictate communication patterns and acceptable intervention strategies when working with a couple or family.
In this discussion, you will describe ways for working with families and couples, including engaging them, providing problem-solving approaches or skills training, and identifying misconceptions or distorted cognitions and helping to modify communication patterns. You will also examine how cultural factors may influence your work with couples or families.