Interdisciplinary Literature Review

You’re going to write an interdisciplinary literature review reflecting upon the major scholarly contributions (within the last 30 years) in one of the broad areas of study defined in the Week 4 module of this course. There are some parameters you’ll need to be mindful of as you’re writing. First, you’ll only be allowed to use peer-reviewed sources for this assignment and you’ll receive a deduction for any sources that cannot be verified as peer-reviewed. Second, you will review 6 articles from 6 different disciplines. Two of the disciplines must be Social Science, Two Humanities, and Two Natural Sciences.

You’ll divide your paper into 3 main sections (Humanities, Social Sciences, and Natural Sciences) and for each of the two articles within those sections be sure to include the following information:

1. The authority and the qualifications of the author should be clearly stated. An example of how to do this would be, “Based on 20 years of study, William A. Smith, professor of History at XYZ University ..." If there are multiple authors do this for the first listed author only.
2. Restate the specific research question the scholar(s) asked or thesis statement they tested.
3. Explain the scope and main purpose of the research, including the methods used and data collected and analyzed in the study. Try to do this is 3 to 5 sentences, with at least one direct citation, and what specific contribution this makes to the subject area.

At the end, include a brief 4th section of the paper reflecting upon how reading across disciplines has helped to reshape your perspective on the topical area of study. What have you learned? Has the scholarly knowledge you’ve encountered changed your opinions in any way? How would you discuss your research with friends and family who haven’t read what you have?

This paper should be 1500 or more words in length, and you may use any citation style you like, as long as you use it consistently. Include a works cited at the end.

Also, Please reference and use the additional materials I have attached to this assignment.

Intellectual Autobiography

Draft you own intellectual autobiography. Your essay should reveal the development of your value system, convey an interdisciplinary blend of your concentration areas, and demonstrate how all the areas or disciplines you are studying fit into your life. Keep in mind that this essay is but a sketch of a certain aspect of your life—your intellectual development. This essay is too short to include all the important elements of your life.

This essay should be metaphorical rather than geographical. Avoid the urge to narrate the geographical movements in your life (e.g., In Idaho…then moving to Arkansas…and upon coming to Arizona…). Instead, create your own metaphorical place. Then use metaphors to depict the significance of that place. For instance, someone with a musical background may say, “My life is an orchestra.” That person’s essay may show an orchestra pit, complete with different sections (brass, woodwind, percussion) to represent developments in her life. Think not in terms of geographic landscapes, but rather cultural and symbolic landscapes. This means being born somewhere or moving somewhere else is less a matter of your latitude and longitude, and more of a matter of your identity and experiences. Here are some suggestions to get you started:

1. Symbolism—What elements do you use to symbolize your life; why did you choose these elements; and what do they mean?
2. Life’s path—What direction(s) does your path take, over what landscapes, through what settlements/towns/cities/star systems?
3. Defining moments—identify 2 or 3 defining moments (sites of interest) and explain both the context surrounding each moment and how the defining moment shaped you.
4. Evolving Identity(ies)—When did your identity shift? What influenced that shift, and with what effect(s)?
5. Value system—How and where does your essay illustrate your value system? What particular values does it illustrate?
6. Study areas—How does the essay integrate your areas of study? Where do we see the development of your interest in each area? How do they impact your life?

CJ 140 communication Skills

Cj 140 communication Skills 1-0 Check your Knowledge 1-Which statements below are examples of one generation stereotyping another generation? Select all that apply. Sam is fantastic at speaking in front of the whole group. Elizabeth draws on all her tough experiences from the Vietnam War and can persevere through anything. I hate working with Baby Boomers. They can never keep up with all of our technology changes. Millenials don’t value loyalty like we do; they’ll jump at the first good offer they get from another company. 2-What are some techniques to improve communication with different generations? Select all that apply. Ask; do not assume. Be willing to teach. Be direct and inflexible. Be willing to learn. 3-What type of information should a criminal justice professional share on the agency’s social media account? Select one. Personal information Political posts Only professional information the public needs to know Pictures of personal activities 4-Which of the following are examples of barriers to communication? Select all that apply. Children playing in the room where you are speaking with someone A song playing on the radio during an interview A Spanish-speaking officer interviewing a Spanish-speaking victim A male officer interviewing a female assault victim 5-What is the most common type of information flow in a military organization? Select one. Question 5 options: Horizontal Downward Bottom-up Side to side 6-What would be considered a form of verbal communication? Select one. Waving at a person Crossing your arms Smiling at someone Saying “hello” to someone 7-What would be considered nonverbal communication? Select one. Giving a speech Talking on the phone Crying Singing 8-“It is all your fault!” is a statement you would most associate with what style of communication? Select one. Blaming Directing Problem solving Persuading 9-What generation is known for fighting in World War II? Select one. The Greatest Generation Millennials Baby Boomers Generation X 10-The tone and characteristics of a person's voice may convey which of the following? Select all that apply. Confidence Guilt Truthfulness Wealth

Communication Style and Approaches

1-1 Quiz Communication style and approaches. Question 1 Scenario #1 An officer is attending a local fireworks display. During the event, a large fight breaks out, and in the aftermath, a crowd of young adults has gathered. They are refusing to leave the area. As other officers arrive to assist, the officer tells the crowd, “Time to move, everyone go home!” A very small number of people begin to leave. The officer notices another group of young males speaking with each other. The officer feels they may be planning to fight again. The officer approaches the group and, in a loud voice, orders them to leave by stating, “If you do not leave, you will be placed under arrest! If you get locked up, it will be your fault!” The group again refuses to disperse. A second officer steps in and walks up to the oldest male in the group. She begins to speak with the members of the crowd in a calm manner. The others in the crowd begin to take notice of the conversation and quiet down. The crowd now begins to wander around aimlessly, talking among themselves. The second officer asks the oldest male if he could help the officers get the younger men to leave the area. The older male is still upset about the fight but agrees to ask the others to leave to avoid any additional problems. The older male then turns and stands next to the second officer, faces the group, and says, “Hey, let's go! This is over! We don't need any of this!” He then walks into the crowd with the second officer, encouraging people to leave. Within moments, the area is clear. What communication style is the older male in the crowd using? (Select all that apply) Question 1 options: Problem Solving Blaming Directing Persuading Question 2 Scenario #2 A police supervisor is speaking with a patrol officer who has had several complaints filed against him for speeding. A citizen caller has accused the patrol officer of driving too fast on the highway, without his vehicle’s emergency lights or sirens activated. The supervisor reviewed the vehicle GPS and determined the patrol officer was going 90 miles per hour. When asked, the patrol officer reported he was trying to “follow” a possible speeder. But when the speeding vehicle saw the marked cruiser, it immediately slowed down, and the officer decided not to pull the car over. After hearing the explanation, the supervisor does not agree with the officer's actions based on his past history. He tells the officer that although the policy allows him to “follow” a speeding car, he feels the officer is using this as an excuse. He tells the officer, “This is the last time I am covering for you. All of this is your fault. You better straighten up, or you're off the road!” Per policy, the supervisor is required to report his findings to the caller. The supervisor phones the caller and tells her that he spoke with the officer, who explained his conduct. The supervisor also informs the caller that based on the explanation, the patrol officer was acting within the scope of department policy. The supervisor adds that he did give the officer a verbal reprimand. The caller is not pleased with the outcome and demands the officer be issued a citation for speeding “before someone gets killed!” The supervisor tells the caller, “The officer was within the policy to ‘follow’ a speeding vehicle. He was also within his discretion not to pull the car over.” After explaining department policy and the law to the caller, the caller states she is unhappy and wants to speak with the police chief. The supervisor tells the caller that he understands how upsetting seeing an officer speeding may be, but under the circumstances, the officer cannot be issued a ticket. The caller eventually accepts the explanation with the supervisor’s assurance that the officer was spoken to and warned. What communication style is the patrol officer using with his supervisor? (Select one.) Question 2 options: Problem Solving Persuading Blaming Directing Question 3 Scenario #3 A deputy sheriff is working in the lockup at the county courthouse. The lockup serves as a temporary holding area for prisoners before they are brought to the courtroom. There are single prisoner cells and secured interview rooms where attorneys and court personnel can meet with prisoners to prepare them for court proceedings. The lockup is very busy with various court personnel entering and exiting the area. One prisoner, who had just been brought in from the county jail, is refusing to leave his holding cell to be arraigned on charges related to drug possession. He tells the deputy that he wants to stay in jail and is afraid the judge is going to release him. He states he is only able to stay sober in jail. “If I leave here, I’ll die!” he cries to the deputy. “I’ll start using as soon as I get back on the street. I just know that it’s safer for me to be in here.” The deputy tells the prisoner he has to leave the cell or he will be physically removed. The deputy insists, “I have to move you now!” After several attempts, the deputy decides he needs assistance and requests a court advocate to come to the lockup. He tells the advocate, “This guy really seems like he’s trying to get clean.” The advocate arrives and speaks with the prisoner through the cell door. The prisoner tells the advocate, “I am not leaving the cell; I won’t make it out there.” The advocate explains, “If you tell me what is going on with you, I can speak with the judge and see what we can do to get you into a detox facility.” The prisoner tells the advocate he can’t go to detox as he does not have insurance, and when he went to detox in the past, he was discharged after three days. The advocate tells the prisoner, “If the judge agrees, we can have a court order issued to have you stay for 90 days. I can’t make any promises, but if you do not agree to leave the cell, I can’t help you.” The prisoner agrees and is escorted to the court. What communication style is the advocate using with the prisoner? (Select all that apply) Question 3 options: Blaming Directing Persuading Problem Solving Question 4 Scenario #1 An officer is attending a local fireworks display. During the event, a large fight breaks out, and in the aftermath, a crowd of young adults has gathered. They are refusing to leave the area. As other officers arrive to assist, the officer tells the crowd, “Time to move, everyone go home!” A very small number of people begin to leave. The officer notices another group of young males speaking with each other. The officer feels they may be planning to fight again. The officer approaches the group and, in a loud voice, orders them to leave by stating, “If you do not leave, you will be placed under arrest! If you get locked up, it will be your fault!” The group again refuses to disperse. A second officer steps in and walks up to the oldest male in the group. She begins to speak with the members of the crowd in a calm manner. The others in the crowd begin to take notice of the conversation and quiet down. The crowd now begins to wander around aimlessly, talking among themselves. The second officer asks the oldest male if he could help the officers get the younger men to leave the area. The older male is still upset about the fight but agrees to ask the others to leave to avoid any additional problems. The older male then turns and stands next to the second officer, faces the group, and says, “Hey, let's go! This is over! We don't need any of this!” He then walks into the crowd with the second officer, encouraging people to leave. Within moments, the area is clear. What communication style is the first officer using? (Select all that apply) Question 4 options: Blaming Problem Solving Persuading Directing Question 5 Scenario #1 An officer is attending a local fireworks display. During the event, a large fight breaks out, and in the aftermath, a crowd of young adults has gathered. They are refusing to leave the area. As other officers arrive to assist, the officer tells the crowd, “Time to move, everyone go home!” A very small number of people begin to leave. The officer notices another group of young males speaking with each other. The officer feels they may be planning to fight again. The officer approaches the group and, in a loud voice, orders them to leave by stating, “If you do not leave, you will be placed under arrest! If you get locked up, it will be your fault!” The group again refuses to disperse. A second officer steps in and walks up to the oldest male in the group. She begins to speak with the members of the crowd in a calm manner. The others in the crowd begin to take notice of the conversation and quiet down. The crowd now begins to wander around aimlessly, talking among themselves. The second officer asks the oldest male if he could help the officers get the younger men to leave the area. The older male is still upset about the fight but agrees to ask the others to leave to avoid any additional problems. The older male then turns and stands next to the second officer, faces the group, and says, “Hey, let's go! This is over! We don't need any of this!” He then walks into the crowd with the second officer, encouraging people to leave. Within moments, the area is clear. What communication style is the second officer using? (Select one.) Question 5 options: Problem Solving Persuading Blaming Directing Question 6 Scenario #3 A deputy sheriff is working in the lockup at the county courthouse. The lockup serves as a temporary holding area for prisoners before they are brought to the courtroom. There are single prisoner cells and secured interview rooms where attorneys and court personnel can meet with prisoners to prepare them for court proceedings. The lockup is very busy with various court personnel entering and exiting the area. One prisoner, who had just been brought in from the county jail, is refusing to leave his holding cell to be arraigned on charges related to drug possession. He tells the deputy that he wants to stay in jail and is afraid the judge is going to release him. He states he is only able to stay sober in jail. “If I leave here, I’ll die!” he cries to the deputy. “I’ll start using as soon as I get back on the street. I just know that it’s safer for me to be in here.” The deputy tells the prisoner he has to leave the cell or he will be physically removed. The deputy insists, “I have to move you now!” After several attempts, the deputy decides he needs assistance and requests a court advocate to come to the lockup. He tells the advocate, “This guy really seems like he’s trying to get clean.” The advocate arrives and speaks with the prisoner through the cell door. The prisoner tells the advocate, “I am not leaving the cell; I won’t make it out there.” The advocate explains, “If you tell me what is going on with you, I can speak with the judge and see what we can do to get you into a detox facility.” The prisoner tells the advocate he can’t go to detox as he does not have insurance, and when he went to detox in the past, he was discharged after three days. The advocate tells the prisoner, “If the judge agrees, we can have a court order issued to have you stay for 90 days. I can’t make any promises, but if you do not agree to leave the cell, I can’t help you.” The prisoner agrees and is escorted to the court. What communication style is the deputy using with the advocate? (Select all that apply) Question 6 options: Blaming Problem Solving Directing Persuading Question 7 Scenario #3 A deputy sheriff is working in the lockup at the county courthouse. The lockup serves as a temporary holding area for prisoners before they are brought to the courtroom. There are single prisoner cells and secured interview rooms where attorneys and court personnel can meet with prisoners to prepare them for court proceedings. The lockup is very busy with various court personnel entering and exiting the area. One prisoner, who had just been brought in from the county jail, is refusing to leave his holding cell to be arraigned on charges related to drug possession. He tells the deputy that he wants to stay in jail and is afraid the judge is going to release him. He states he is only able to stay sober in jail. “If I leave here, I’ll die!” he cries to the deputy. “I’ll start using as soon as I get back on the street. I just know that it’s safer for me to be in here.” The deputy tells the prisoner he has to leave the cell or he will be physically removed. The deputy insists, “I have to move you now!” After several attempts, the deputy decides he needs assistance and requests a court advocate to come to the lockup. He tells the advocate, “This guy really seems like he’s trying to get clean.” The advocate arrives and speaks with the prisoner through the cell door. The prisoner tells the advocate, “I am not leaving the cell; I won’t make it out there.” The advocate explains, “If you tell me what is going on with you, I can speak with the judge and see what we can do to get you into a detox facility.” The prisoner tells the advocate he can’t go to detox as he does not have insurance, and when he went to detox in the past, he was discharged after three days. The advocate tells the prisoner, “If the judge agrees, we can have a court order issued to have you stay for 90 days. I can’t make any promises, but if you do not agree to leave the cell, I can’t help you.” The prisoner agrees and is escorted to the court. What communication style is the prisoner using with the deputy? (Select one.) Question 7 options: Problem Solving Blaming Directing Persuading Question 8 Scenario #2 A police supervisor is speaking with a patrol officer who has had several complaints filed against him for speeding. A citizen caller has accused the patrol officer of driving too fast on the highway, without his vehicle’s emergency lights or sirens activated. The supervisor reviewed the vehicle GPS and determined the patrol officer was going 90 miles per hour. When asked, the patrol officer reported he was trying to “follow” a possible speeder. But when the speeding vehicle saw the marked cruiser, it immediately slowed down, and the officer decided not to pull the car over. After hearing the explanation, the supervisor does not agree with the officer's actions based on his past history. He tells the officer that although the policy allows him to “follow” a speeding car, he feels the officer is using this as an excuse. He tells the officer, “This is the last time I am covering for you. All of this is your fault. You better straighten up, or you're off the road!” Per policy, the supervisor is required to report his findings to the caller. The supervisor phones the caller and tells her that he spoke with the officer, who explained his conduct. The supervisor also informs the caller that based on the explanation, the patrol officer was acting within the scope of department policy. The supervisor adds that he did give the officer a verbal reprimand. The caller is not pleased with the outcome and demands the officer be issued a citation for speeding “before someone gets killed!” The supervisor tells the caller, “The officer was within the policy to ‘follow’ a speeding vehicle. He was also within his discretion not to pull the car over.” After explaining department policy and the law to the caller, the caller states she is unhappy and wants to speak with the police chief. The supervisor tells the caller that he understands how upsetting seeing an officer speeding may be, but under the circumstances, the officer cannot be issued a ticket. The caller eventually accepts the explanation with the supervisor’s assurance that the officer was spoken to and warned. What communication style is the caller using with the supervisor? (Select one.) Question 8 options: Problem Solving Persuading Directing Blaming Question 9 Scenario #3 A deputy sheriff is working in the lockup at the county courthouse. The lockup serves as a temporary holding area for prisoners before they are brought to the courtroom. There are single prisoner cells and secured interview rooms where attorneys and court personnel can meet with prisoners to prepare them for court proceedings. The lockup is very busy with various court personnel entering and exiting the area. One prisoner, who had just been brought in from the county jail, is refusing to leave his holding cell to be arraigned on charges related to drug possession. He tells the deputy that he wants to stay in jail and is afraid the judge is going to release him. He states he is only able to stay sober in jail. “If I leave here, I’ll die!” he cries to the deputy. “I’ll start using as soon as I get back on the street. I just know that it’s safer for me to be in here.” The deputy tells the prisoner he has to leave the cell or he will be physically removed. The deputy insists, “I have to move you now!” After several attempts, the deputy decides he needs assistance and requests a court advocate to come to the lockup. He tells the advocate, “This guy really seems like he’s trying to get clean.” The advocate arrives and speaks with the prisoner through the cell door. The prisoner tells the advocate, “I am not leaving the cell; I won’t make it out there.” The advocate explains, “If you tell me what is going on with you, I can speak with the judge and see what we can do to get you into a detox facility.” The prisoner tells the advocate he can’t go to detox as he does not have insurance, and when he went to detox in the past, he was discharged after three days. The advocate tells the prisoner, “If the judge agrees, we can have a court order issued to have you stay for 90 days. I can’t make any promises, but if you do not agree to leave the cell, I can’t help you.” The prisoner agrees and is escorted to the court. What communication style is the deputy using with the prisoner? (Select one.) Question 9 options: Directing Blaming Persuading Problem Solving Question 10 Scenario #2 A police supervisor is speaking with a patrol officer who has had several complaints filed against him for speeding. A citizen caller has accused the patrol officer of driving too fast on the highway, without his vehicle’s emergency lights or sirens activated. The supervisor reviewed the vehicle GPS and determined the patrol officer was going 90 miles per hour. When asked, the patrol officer reported he was trying to “follow” a possible speeder. But when the speeding vehicle saw the marked cruiser, it immediately slowed down, and the officer decided not to pull the car over. After hearing the explanation, the supervisor does not agree with the officer's actions based on his past history. He tells the officer that although the policy allows him to “follow” a speeding car, he feels the officer is using this as an excuse. He tells the officer, “This is the last time I am covering for you. All of this is your fault. You better straighten up, or you're off the road!” Per policy, the supervisor is required to report his findings to the caller. The supervisor phones the caller and tells her that he spoke with the officer, who explained his conduct. The supervisor also informs the caller that based on the explanation, the patrol officer was acting within the scope of department policy. The supervisor adds that he did give the officer a verbal reprimand. The caller is not pleased with the outcome and demands the officer be issued a citation for speeding “before someone gets killed!” The supervisor tells the caller, “The officer was within the policy to ‘follow’ a speeding vehicle. He was also within his discretion not to pull the car over.” After explaining department policy and the law to the caller, the caller states she is unhappy and wants to speak with the police chief. The supervisor tells the caller that he understands how upsetting seeing an officer speeding may be, but under the circumstances, the officer cannot be issued a ticket. The caller eventually accepts the explanation with the supervisor’s assurance that the officer was spoken to and warned. What communication style is the supervisor using with the caller? (Select all that apply) Directing Problem Solving Persuading Blaming 1-3 Quiz: Module one What are the two types of communication? Select one. Question 1 options: Professional and personal communication Verbal and nonverbal communication Audio and video communication Phone and text communication Question 2 Having a guardian mindset helps build trust with the community. Question 2 options: True False Question 3 When speaking with people, it is important to be aware of your state of mind. What are some characteristics that can impede communication? Select all that apply. Question 3 options: Feeling upset about your duty assignment Having a recent argument with your supervisor Not liking your partner Being in a good mood Question 4 What part of an oral presentation or speech contains the bulk of the speaker's message? Select one. Question 4 options: Body Introduction Summary Conclusion Question 5 Which are nonverbal cues of someone who is angry? Select all that apply. Question 5 options: Clenched fists Pursed lips Bladed body position Smile Question 6 Email is a very useful means of communicating within an organization. What are some practices that should be avoided? Select all that apply. Question 6 options: Sending a “cc” (carbon copy) to everyone Making sure you spell check and proofread Making sarcastic comments Not responding in a timely manner Question 7 Which is an appropriate use of mobile data terminals (MDTs)? Select one. Question 7 options: MDTs are useful for keeping track of dinner breaks. MDTs allow officers to be dispatched to calls without use of two-way radios. MDTs enable officers to send personal text messages to each other. MDTs allow officers to check their social media accounts while working. Question 8 Which communication channel is most appropriate to inform your supervisor you will be in a meeting for the remainder of the day? Select one. Question 8 options: Skype Email Twitter Facebook Question 9 An officer has been involved in a serious use of force incident. What is the most appropriate method to communicate with the chief of police? Select one. Question 9 options: Phone call or face-to-face Social media post Email Contact the Press Question 10 Which communication channel offers the possibility of the clearest communication, as it incorporates both verbal and nonverbal cues? Select one. Question 10 options: Phone call Email communication Letter Face-to-face communication

Civil Liberties and Civil Rights

Certain freedoms such as civil liberties and civil rights are concepts highly revered by Americans; however, there are times when these two concepts conflict in the name of safety and national security. The Digital Age is having a profound effect on the privacy of individuals in both their daily and private lives. With technology like cameras and smartphones, the activities of people are being recorded more, whether it is running a red light, entering a building, playing in a park, or using an ATM machine. In this assignment, you will analyze a case involving public safety versus an individual's privacy. Read the following article from the New York Times concerning Carpenter v. United States, a case recently decided by the Supreme Court. Liptak, A. (2018, June 23). Warrant required for cellphone tracking data. New York Times, p. A1(L). Retrieved from http://link.galegroup.com.libraryresources.columbiasouthern.edu/apps/doc/A543973598/ STND?u=oran95108&sid=STND&xid=753160e8 For more background on the case, here is a link to the actual opinion written for this case: https://www.supremecourt.gov/opinions/17pdf/16-402_h315.pdf Please answer the following questions concerning this case. Address the questions in a cohesive essay. It should be at least two pages in length and should be double-spaced, and typed in 12-point Times New Roman font. Please be sure to provide an introduction to your essay, Which part of the Constitution addresses individual privacy rights? Do you believe that, with today's technology, the Constitution still adequately protects those rights? Why, or why not? Describe the issue that was debated in this case. How was the need for public safety and security balanced with individual civil liberties and civil rights impacted by the final ruling in this case? Do you agree with the majority opinion or the dissenting opinion in this case? Explain your response. Where do you personally draw the line in this privacy issue? Explain how historical thought and tradition affect civil liberties and rights as they pertain to the issue presented in this case. Describe how politics can intersect with civil rights. What consequences do you support for those who violate constitutional rights? What, if any, compensation do you recommend for individuals whose rights have been violated by others? You must use at least two sources, in addition to the article given, to support your response. Make sure that all sources are cited and referenced using APA style.

social welfare reform in the history of the United States integrated with a Christian perspective.

Complete a paper presenting a major social welfare reform in the history of the United States integrated with a Christian perspective. The paper must be:
7- to 10-pages typed, using Times New Roman 12-point font
APA formatted
Double-spaced
You must use and properly cite a minimum of six credible sources of information for this paper.
The final paper must include revision of all sections based on feedback from the instructor.
Identify leadership in this reform movement and lessons about our role as leaders in promoting the people’s well-being.
This paper asks you to integrate Christianity in two main areas:
Social work practice
The history of social welfare reform
Your paper will have the following sections:
Introduction
Identify social welfare reform.
Identify key people involved.
Address the role or impact of Christian principles and people in the movement.
Identify your personal interest in choosing this topic for historical research.
Context
Economic and political climate
Role of the religious communities
Reasons for a need to reform social welfare systems
Target populations
Sources of resistance
Values related to the reform
Societal values
Reformer values
Christian values
Target population values
Value clashes among any of the constituency groups involved
Diversity issues related to the reform
Cultural
Religious
Racial
Gender
Age-related
Socioeconomic
Outcomes
Immediate impact of the reform movement
Long -term impact of the reform movement
Lessons learned from this reform movement
Conclusion
Personal learning regarding social welfare reform
Personal learning regarding the integration of Christian faith and social welfare
Your paper should address the following in the sections where appropriate:
A major social reform in America’s history (child labor reform, the New Deal, War on Poverty, mental health reform, etc.) and the pivotal people responsible for it
Critically discuss the primary reasons and purpose of the reform.
What was the economic and political climate of the United States during the reform time?
Who provided leadership in this reform effort, and what seemed to be their motivation for investing in this way?
Who was the reform targeted to help and why? Describe how the targeted population may have viewed the reform.
Describe how the differences between the majority population and their life experiences influenced their attitudes toward the people the social reform was aimed to help.
What was or should have been the Christian response?
Identify your personal biases and values regarding this social welfare issue. What would appropriate management of those biases look like?
What have you learned from examining the stories and accounts of leaders and the populations at risk with regard to this social welfare reform?
Christianity and social work
Integrate biblical principles regarding the disenfranchised, particularly those this social reform addressed.
In what ways, if at all, are Christians and the Church responsible to the disenfranchised?
What value conflicts and value similarities do you see between Christian attitudes, beliefs, and values and social work professional values and ethics?
What does it look like to be a Christian social worker who fills the role of leadership in social welfare reform?
What have you learned from social workers who are Christians regarding leadership in social welfare reform and the practice of social work?
Writing skills are very important in professional social work. Grammar, spelling, punctuation, clarity, and organization will be taken into account when assignments are graded. You are encouraged to access and use the support systems available for your professional development as a writer within the social work profession.
This is a scholarly research paper. Therefore, it needs to be written in third person (unless sharing personal examples and experiences) and use professional resources. This assignment requires a MINIMUM of six viable scholarly resources in addition to the Bible

Psychological Testing and Assessment

Evaluation of Test Materials and Procedures
In Unit 2, you selected one standardized test that has relevancy to your academic and professional goal and focused on the first four elements of the Code for selecting a test. In Unit 5, you focused on the fifth element of the Code, which involved analyzing the evidence for technical quality of your selected test.
In Chapters 7 and 8 of your Psychological Testing and Assessment text, you have been learning about test utility, test development, item analysis, and using tests in a variety of settings and with a variety of test takers. In this assignment, you will apply those concepts to your selected test for the Code's sixth, seventh, and eighth elements. The Code (2004) states that test users, "(6) evaluate representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test; (7) evaluate procedures and materials used by the test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided; and (8) select tests with appropriately modified forms or administration procedures for test takes with disabilities who need special accommodations."
For this assignment, locate a minimum of five resources (a minimum three peer-reviewed journal articles) pertaining to your test's construction, item development, procedures utilized in construction to minimize offensive content, and provisions of modifications and accommodations for test takers. You will not be required or need to have a copy of your test to complete this assignment. You may use many different types of references and sources to obtain this information about your test. These references may include journal articles, literature reviews, MMY reviews, and publisher websites.
Information gathering and evaluation of these elements may require a keyword search within each relevant review and research article. It may be helpful to do keyword searches within those documents with the following words: format, fair, fairness, bias, appropriate, accommodations, modifications, and computer or computer assisted. Subsequently, this particular assignment requires a deeper search and provides a broader range of sources to fulfill the minimum references. In almost all cases, you will be able to locate some level of information on these elements.
For some newer test editions, literature may be scarce. Refer back to the Lists of Tests by Type document to see which tests are approved for supplementation with articles that address earlier editions of the tests. If the "Combined Review Allowed" column is marked "Yes," you can supplement your review with articles addressing the designated prior version of the test.
Note: In future courses, you may use the Capella library's Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for this course. In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type document in the resources. Note which tests have been designated as acceptable for searching prior test editions.
If you are struggling with locating sufficient information about a particular test in regard to an element in this assignment, then you will need to cite the references or reviews involved in your search and identify this element as problematic for your selected test as it lacks sufficient documentation in the literature for this code or standard.
Instructions for the content of the paper are in the template located in the Resources. Write your assignment using the u07a1 Assignment Template [DOCX].
Additional Requirements
Your paper should meet the following requirements:
References: A minimum of five references (a minimum of three peer-reviewed journal articles among the five).
Length of paper: At least five pages (not including title page, abstract, or references).
Note: Your instructor may use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Reference