see “VC003 Parts 1, 2, and 3” word document for instructions. Templates for part 1 and part 2 provided. Part 3, I just need 4 minutes worth of material to read about a criminology theory to record myself later
VC003 Parts 1, 2, and 3
Part 1:
1. Consider the type of characteristics you feel are necessary to be a strong and effective victims advocate.
2. Download the Victim Advocate Job Profile Worksheet. Answer the questions on the worksheet (VC003 template)
3. Write a short overview, in approximately 400 words, to describe types of services and supports that are available to victim witnesses underneath the questions on the template
Part 2:
Using the VC003 Brochure Template provided, Develop a brochure that includes the following:
1. A cover/title panel with graphics and statistics
2. The Crime Victims Bill of Rights
3. The Crime Victims Compensation Program in Washington, D.C.
4. Types of victims
5. Community resources in Washington, D.C.
6. Volunteer opportunities in Washington, D.C.
Part 3:
Develop a
4 minute video presentation in which you:
Provide an overview of a criminological theory you select. Include the main tenets and propositions in your overview.
Describe how this theory explains the occurrence of crime.
Include biological, psychological, social, and structural variables.
Provide three crime reduction strategies or policies that are based on the theory that you selected. These may be existing strategies or policies, or ones that you create.
Analyze how each crime reduction strategy or policy is based on the theory that you selected. Identify which theoretical tenet each crime reduction strategy or policy is based on.
Summarize your presentation by explaining which types of crimes each of your strategies or policies will most likely impact and how they might contribute to social change. Victim Advocate Worksheet
Job Profile
Directions: Research the position of victim advocate and answer the following questions.
What responsibilities does a victim advocate have in a case?
When does a victim advocate become involved in a criminal case? When does the involvement end?
What skills would be important for a victim advocate to possess? Why?
Based on what you have learned about this position, would you be interested in becoming a victim advocate? Why or why not?
1
Walden University – MSCRJS CRJS6203 Type a caption for your photo
The highest rates of victims in Washington, D.C. include:
Include 5-10 types of victims and statistics for each type
Crime Victims’ Bill of Rights
Insert information
Phone: [Telephone]
Email: [Email address]
Web: [Web address]
Victims Rights and Services
Above the title, insert an appropriate and engaging graphic. In this text box, Insert a few important statistics.
Crime Victims Compensation Program
Contact Us
Insert information
Types of Victims
Note:
This brochure is designed to be printed. You should test print on regular paper to ensure proper positioning before printing on card stock.
You may need to uncheck Scale to Fit Paper in the Print dialog (in the Full Page Slides dropdown).
Check your printer instructions to print double-sided pages.
To change images on this slide, select a picture and delete it. Then click the Insert Picture icon
in the placeholder to insert your own image.
To change the logo to your own, right-click the picture replace with LOGO and choose Change Picture.
Header
Community Resources
This spot would be perfect for a mission statement. You might use the right side of the page to summarize how you stand out from the crowd and use the center for a brief success story.
(And be sure to pick photos that show off what your company does best. Pictures should always dress to impress.)
Think a document that looks this good has to be difficult to format?
Think again! The placeholders in this brochure are formatted for you. Enter your own text with just a click.
insert powerful quote about rights and/or services.
Get the exact results you want
To easily customize the look of this brochure, on the Design tab of the ribbon, check out the Themes, Colors, and Fonts galleries.
Have company-branded colors or fonts?
No problem! The Themes, Colors, and Fonts galleries give you the option to add your own.
Use a photo depicting victim resources
Dont forget to include some specifics about what you offer, and how you differ from the competition.
Want to help us create change? Volunteer with us!
Insert volunteer information
Use a photo depicting volunteers
Note:
This brochure is designed to be printed. You should test print on regular paper to ensure proper positioning before printing on card stock.
You may need to uncheck Scale to Fit Paper in the Print dialog (in the Full Page Slides dropdown).
Check your printer instructions to print double-sided pages.
To change images on this slide, select a picture and delete it. Then click the Insert Picture icon
in the placeholder to insert your own image.
To change the logo to your own, right-click the picture replace with LOGO and choose Change Picture.
image1.png
SHOW MORE…
unit 4 assignment
see attachments
Assignment Rubric
Unit 4 Assignment grading rubric. Instructors: Enter total available points in cell H2, and values between 0 and 4 in the yellow cells in the Score column.
Total available points =
70
Content Rubric
Introductory – Not submitted or largely incomplete. Work may indicate very little if any comprehension of content.
Emergent – Work shows some comprehension but errors indicating miscomprehension may be present.
Practiced – Work indicates overall progress toward comprehension. Minor errors may present.
Proficient/Mastered – Work is complete and indicates full comprehension of content.
Score
Weight
Final Score
0 – 1.9
2 – 2.9
3 – 3.9
4
Interviewing Strategy
Components of the interview were vague
Components of the interview were somewhat discussed
Essential components of the interview were mostly discussed
All essential components of the interview are discussed clearly
4
20%
0.80
Subjective History
The social, family, and medical history is vague.
Some of the social, family, and medical history is clear.
Most of the social, family, and medical history is clear.
Social, family, and medical history are clear and thorough.
4
20%
0.80
Health Promotion/ Health Maintenance
Health promotion/screening recommendations are not discussed
Health promotion/screening recommendations are discussed that is mostly appropriate. The discussion is limited.
Health promotion/screening recommendations are discussed that is mostly appropriate. The discussion needs minor additional information
Health promotion/screening recommendations are appropriate and thoroughly addressed.
4
20%
0.80
Screening Tools
The screening tool is not identified. There was no discussion about vaildity, reliability, interpretation and scoring.
A screening tool was identified. Validity and reliability are addressed but lacking in detail or conclusion. Interpretation and scoring are discussed but limited, additonal information is needed.
A screening tool was identified that is appropriate for age. Validity and reliability are discussed. Interpretation and scoring are explained, additional details are needed.
A screening tool was identified that is appropriate for age. Validity and reliability are thoroughly discussed. Interpretation and scoring are explained clearly and thoroughly.
4
20%
0.80
Organization
No History, Physical, and Screening Tools were submitted.
History, Physical, and Screening Tools were somewhat organized and overall writing left room for improvement. Some ideas were stated clearly and logically.
History, Physical, and Screening Tools were well-organized, but overall writing left room for improvement. Most ideas were stated clearly and logically.
History, Physical, and Screening Tools were thoroughly organized and well-written. All ideas were stated clearly and logically.
4
15%
0.60
Writing
Project was off topic and not relevant.
Some portions of project were on topic and relevant.
Project was mostly on topic and relevant.
Project was thoroughly on topic and relevant.
4
5%
0.20
(Do Not Change criteria below)
Content Score
70
Writing Deduction Rubric (everyone starts with 4’s = no deductions)
Introductory
Emergent
Practiced
Proficient/Mastered
Score
Weight
Final Score
0-1
2
3
4
Grammar & Punctuation
The overall meaning of the paper is difficult to understand. Sentence structure, subject verb agreement errors, missing prepositions, and missing punctuation make finding meaning difficult.
Several confusing sentences, or 1 to 2 confusing paragraphs make understanding parts of the paper difficult, but the overall paper meaning is clear. Many subject verb agreement errors, run-on sentences, etc. cause confusion.
A few confusing sentences make it difficult to understand a small portion of the paper. However, the overall meaning of a paragraph and the paper are intact. There may be a few subject verb agreement errors or some missing punctuation.
There are one or two confusing sentences, but the overall sentence and paragraph meanings are clear. There are a few minor punctuation errors such as comma splices or run-on sentences.
4
35%
1.40
Spelling
The many misspelled words and incorrect words choices significantly interfere with the readability.
Many typos, misspelled words, or the use of incorrect words making understanding difficult in a few places.
Some misspelled words or the misuse of words such as confusing then/than. However, intent is still clear.
A few misspelled words normally caught by spellcheckers are present but do not significantly interfere with the overall readability of the paper.
4
35%
1.40
Order of Ideas & Length Requirement
Paper has some good information or research, but it does not follow assignment directions and is lacking in overall organization and content.
The order of information is confusing in several places and this organization interferes with the meaning or intent of the paper. However, the paper has a generally discernible purpose and follows assignment directions overall.
The order of information is confusing in a few places and the lack of organization interferes with the meaning or intent of the paper in a minor way.
The overall order of the information is clear and contributes to the meaning of assignment. There is one paragraph or a sentence or two that are out of place or other minor organizational issues. A few sentences may be long and hard to understand. Meets length requirements.
4
20%
0.80
APA
There is some attempt at APA formatting and citing. There are one or more missing parts such as the cover page or references list. Citation information may be missing. Citation mistakes make authorship unclear.
This is an attempt use APA formatting and citing. There are both in-text citations and reference listings. Citation information may be missing or incorrect (i.e. Websites listed as in-text or reference citations). There is an attempt to cite all outside sources in at least one place. Authorship is generally clear.
There is an overall attempt at APA formatting and citation style. All sources appear to have some form of citation both in the text and on a reference list. There are some formatting and citation errors. Citations generally make authorship clear.
There is a strong attempt to cite all sources using APA style. Minor paper formatting errors such as a misplaced running head or margins may occur. Minor in-text citation errors such as a missing page number or a misplaced date may occur. Quotation marks and citations make authorship clear.
4
10%
0.40
Writing Deduction
0
Final Score
70
Percentage
100%
Feedback: Unit 1 Reading:
Textbook Reading
In Neinstein’s Adolescent and Young Adult Health Care, read chapters on the following topics:
Chapter 2: Normal Physical Growth and Development
Chapter 3: Psychosocial Development in Normal Adolescents
Library Help
Nursing resource guide:
http://library.purdue.edu/nursingresearchguide
Unit 2 Reading:
Textbook Reading
In Neinstein’s Adolescent and Young Adult Health Care, read chapters on the following topics:
Chapter 5: Preventive Health Care for Adolescents and Young Adults
In Geriatric Nursing Review Syllabus, read chapters on the following topics:
Chapters 12: Screening and Prevention
In Dunphy, read chapters on the following topics:
Chapter 77: Primary Care of Older Adult pages 1281-1290
Web Resources:
Centers for Disease Control and Prevention. Advisory Committee for Immunization Practices (ACIP) Recommendations. Retrieved from
https://www.cdc.gov/vaccines/schedules/hcp/index.html
United States Preventive Services Task Force. Retrieved from:
https://www.uspreventiveservicestaskforce.org/Page/Name/uspstf-a-and-b-recommendations/
Clinical Guidelines and Recommendations Services: U.S. Department of Health & Human. Retrieved from
https://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/index.html
CDC Vaccine Schedules app https://www.cdc.gov/vaccines/schedules/hcp/schedule-app.html
AHRQ ePSS app https://epss.ahrq.gov/PDA/index.jsp
Unit 3 Reading:
Textbook Reading
In Neinstein’s Adolescent and Young Adult Health Care, read chapters on the following topics:
Chapter 9: Understanding Legal Aspects of Care
In Geriatric Nursing Review Syllabus, read chapters on the following topics:
Chapter 5: Assessment
Chapter 9: Cultural Aspects of Care
In Dunphy, read chapters on the following topics:
Chapter 79 Ethical and Legal Issues of Caring-Based Practice
Unit 4 Reading:
Textbook Reading
In Neinstein’s Adolescent and Young Adult Health Care, read chapters on the following topics:
Chapters 33: Feeding and Eating Disorders
Chapter 69: Depression and Anxiety Disorders
Chapter 70: Suicide and Suicidal Behavior in Adolescents and Young Adults
Chapter 71: Attention Deficit Hyperactivity Disorder and School Problems
In Geriatric Nursing Review Syllabus, read chapters on the following topics:
Chapter 41: Depression and other Mood Disorders
Chapter 42: Schizophrenia and Schizophrenia Spectrum Syndromes
Chapter 44: Personality and Somatic Symptom Disorders
In Dunphy, read chapters on the following topics:
Chapter 64: Common Psychosocial Complaints
Chapter 66: Schizophrenia Spectrum Disorders
Chapter 67: Mood Disorders
Chapter 68: Anxiety, Stress, and Trauma Related Disorders
Chapter 69: Obsessive-Compulsive Disorders
Chapter 70: Behavioral Disorders Related to Physical/Physiological Disturbances
Chapter 71: Neurodevelopmental Disorders
Unit 5 Reading:
Textbook Reading
In Neinstein’s Adolescent and Young Adult Health Care, read chapters on the following topics:
Chapter 18: Common Musculoskeletal Problems
Chapter 19: Guidelines for Promoting Activity and Sports Participation
Chapter 20: Concussion
Chapter 23: Epilepsy
Chapter 24: Headaches
In Geriatric Nursing Review Syllabus, read chapters on the following topics:
Chapter 58: Musculoskeletal Pain
Chapter 59: Rheumatology
Chapter 61: Neurology
Chapter 62: Stroke and Cerebrovascular
In Dunphy, read chapters on the following topics:
Chapter 7: Seizure Disorders
Chapter 9: Cerebrovascular Accident (Stroke)
Chapter 53: Spinal Disorders
Chapter 54: Soft-Tissue Disorders
Chapter 55: Osteoarthritis and Osteoporosis
Chapter 76: Sports Physicals
Unit 6 Reading:
Textbook Reading
In Neinstein’s Adolescent and Young Adult Health Care, read chapters on the following topics:
Chapter 29: Mononucleosis and Other Infectious Respiratory Illnesses
Chapter 30: Viral Hepatitis
Chapter 31: Human Immunodeficiency Virus Infections and Acquired Immunodeficiency
Chapter 56: Overview of Sexually Transmitted Infections
Chapter 57: Gonorrhea and Chlamydia
Chapter 58: Pelvic Inflammatory Disease
Chapter 59: Syphilis
Chapter 60: Herpes Genitalis
Chapter 61: Human Papillomavirus Infection and Anogenital Warts
In Geriatric Nursing Review Syllabus, read chapters on the following topics:
Chapter 63: Infectious Diseases
In Dunphy, read chapters on the following topics:
Chapter 30: Infectious Respiratory Disorders
Chapter 39: Infectious Gastrointestinal Disorders
Chapter 44: Urinary Tract Disorders
Chapter 51: Sexually Transmitted Infections
Chapter 63: Infectious Disorders
Unit 7 Reading:
Textbook Reading
In Neinstein’s Adolescent and Young Adult Health Care, read chapters on the following topics:
Chapter 12: Thyroid Function and Disease in Adolescents and Young Adults
Chapter 13: Diabetes Mellitus
Chapter 14: Cardiac Risk Factors and Hyperlipidemia
Chapter 15: Syncope, Vertigo, Sudden Cardiac Arrest
Chapter 16: Heart Murmurs, Congenital Heart Disease and Acquired Heart Disease
Chapter 17: Systemic Hypertension
Chapter 35: Fatigue and Chronic Fatigue Syndrome
In Geriatric Nursing Review Syllabus, read chapters on the following topics:
Chapter 49: Pulmonology
Chapter 50: Cardiovascular Disease
Chapter 52: Hypertension
Chapter 53: Gastroenterology
Chapter 64: Endocrinology
Chapter 65: Diabetes Mellitus
Chapter 66: Hematology
In Dunphy, read chapters on the following topics:
Chapter 5: Evidence-Based Practice
Chapter 35: Cardiovascular and Associated Risk Disorders
Chapter 36: Dysrhythmias and Valvular Disorders
Chapter 40: Gastric and Intestinal Disorders
Chapter 56: Common Endocrine and Metabolic Complaints
Chapter 57: Glandular Disorders
Chapter 58: Diabetes Mellitus
Chapter 61: Hematological Disorders
Unit 8 Reading:
Textbook Reading
In Neinstein’s Adolescent and Young Adult Health Care, read chapters on the following topics:
Chapter 37: Adolescent and Young Adult Sexuality
Chapter 38: Lesbian, Gay, and Bisexual Adolescents and Young Adults
Chapter 39: Transgender Youth and Young Adults
In Geriatric Nursing Review Syllabus, read chapters on the following topics:
Chapter 10: Lesbian, Gay Bisexual Transgender Health
Unit 9 Reading:
Textbook Reading
In Neinstein’s Adolescent and Young Adult Health Care, read chapters on the following topics:
Chapter 63: Adolescent and Young Adult Substance Use and Abuse
Chapter 64:Alcohol
Chapter 65:Tobacco
Chapter 66:Marijuana
Chapter 67:Psychoactive Substances of Abuse
Chapter 68: Approaches to Adolescent and Young Adult Substance Use
Chapter 74: College Health
Chapter 75: Youth and Young Adults in the Military
Chapter 76: The Health of Unaccompanied Homeless Minors and Young Adults
Chapter 79: Immigrant Adolescents and Young Adults
Chapter 80: The Care of American Indian and Alaska Native Adolescents and Young Adults
In Geriatric Nursing Review Syllabus, read chapters on the following topics:
Chapter 28: Dizziness
Chapter 29: Syncope
Chapter 35: Falls
Chapter 36: Osteoporosis
Chapter 45: Addictions
Chapter 49: Sleep Issues
In Dunphy, read chapters on the following topics:
Chapter 65: Substance Use Disorders
Chapter 77: Primary Care of Older Adults pages 1290-1294
Unit 10 Reading:
Textbook Reading
In Neinstein’s Adolescent and Young Adult Health Care, read chapters on the following topics:
Chapter 10: Technology and Social Media The Adolescent Patient: Building Trust and Rapport
David is a 15-year-old male who presents for his annual physical exam. When the provider asks if there are any issues or concerns, Davids mother states that he is irritable all the time, has occasional outbursts, and recently began spending more time alone in his room and less time with his friends. She also states that she has noticed that David is staying up later and is difficult to awaken for school. When asked, both David and his mother admit that his grades have gone from As and Bs to mainly Ds. When interviewing David, you noticed he does not maintain eye contact and gives you short answers, mostly, yes, or no, responses.
Answer the following questions in 23 pages, excluding title and reference page.
How will you approach taking a more detailed medical and psychosocial history?
When obtaining the social history, what are the important questions to ask?
When obtaining the family history, what are the important questions to ask?
What if anything in Davids medical history is important to know?
What other information about Davids recent behavior should be obtained from his mother?
The provider asks Davids mother to step out of the room. What questions should David be asked when alone?
Discuss one evidence-based screening tool (should be age-appropriate) you will use to gather more information about David. In your discussion, please include the validity and reliability of the tool, how it is administered, and how it is scored and interpreted.
Suppose Davids result is significant based on the screening tool, what are appropriate referrals for David and his mother? Discuss your rationale.
As part of Davids annual physical examination, discuss health promotion and screening recommendations.