From the listing of evidence collected from the crime scene, please identify from the list of forensic tests available which tests should be conducted on the items of evidence collected, if applicable. The forensic tests you learned about in CCJS 301 are indicated in the scenario and those are the tests you should concentrate on. Every item of evidence must have at least one (1) test requested, and most items should have more than one test selected. You may not request every test on every item of evidence, as this would not be allowed for a real-world forensic lab submission.
In your own words, discuss/explain [provide justification] why you selected these CCJS 301 laboratory analysis for each item of evidence. This means you only must provide an explanation for latent print analysis, firearms analysis and each type of trace analysis.
Describe the various types of known samples/standards you would need to provide with the evidence being submitted to the laboratory. Utilize at least 2 outside resources/course material resources to defend your response.
Explain at least two challenges this crime scenario could present with evidence admissibility in a trial. Utilize at least 2 outside resources/course resources material to defend your response.
Discuss how the evidence admissibility challenges discussed in number 4 could be avoided. Utilize at least 2 outside resources/course resources material to defend your response.
Paper must be double spaced, 11 or 12 pt font and 1”margins all around.
All APA 7th edition format requirements must be followed (cover page, in text citations, reference page). Refer to APA/UMGC – learning resources found in the content page of this course.
You must have resources to support your thoughts/opinions/information. These must be cited both in text as well as at the end of the document. Your paper should not contain direct quotes, sourced material must be paraphrased.
1 Resistance Risk Mitigation Intervention Pamela Hines Developing a Learning Organization Dr.
Resistance Risk Mitigation Intervention
Developing a Learning Organization
Dr. Latrice L Love
August 15, 2022
Resistance Risk Mitigation Intervention Table
Resistance Risk BEFORE Mitigation Intervention: High (H) or Moderate (M)
Resistance Risk AFTER Mitigation Intervention: Change to Moderate (M) or Low (L)
Resistance Issue Description
Resistance Risk (Before)
Resistance Risk (After)
Mitigation Intervention Rationale
There are different interpretations and a lack of consistency in processes because the organization does not effectively communicate changes.
Providing follow-up knowledge checks to ensure that information was received and comprehended appropriately is a mitigation strategy that aims to reduce the resistance risk. This discussion board is a good place to ask questions and ensure everyone understands what has been said.
Providing a place for employees to ask questions and verify their comprehension will lessen their resistance to the material because it is delivered transparently, leading to acceptance, and understanding.
Psychological Learning Threat
The change is viewed as unaware of its potential psychological danger. People tend to avoid asking questions when they’re afraid of being found out.
An open forum for questioning is a resistance-reducing mitigating measure. I worked at a company that encouraged the open forum concept. Once a quarter we had an open forum session with our management team to discuss occurrences, best practices and the projected movement of the company.
Employees are less likely to be frightened by asking questions if encouraged, and management develops a platform that expects queries.
The organizational structure determines the working, leadership and decision-making styles of the management as well as the overall culture of an entity. (Berggren and Carlstrom, 2011) The current situation of the free flow of knowledge is hazy. Sharing information necessitates translation and elaboration. Managers use information as a means of exerting control over their workforce.
To lessen the danger of resistance, the mitigation action is to encourage a self-operating team culture. Managers must be confident in their leadership position and be opened to delegating tasks to their staff. The employee must be trusted with increasing responsibility while the management remains in control thanks to the task transfer.
If the managers can preserve their positions without losing the respect that their position holds, their workload can be reduced as the employees grow more autonomous. Employees gain from greater self-direction because it allows them to better prepare for the opportunities ahead. As conditions change, we learn new behaviours and eliminate old ones’. (Sarma,Pearson).
Workforce commitment is a very challenging process for most companies. (Caligiuri, 2010). Employees have a poor level of dedication to their jobs. It has been my experience that many individuals are more self-centered than the organization when it comes to career advancement. In the workplace, various learning opportunities are available primarily for the employees’ personal growth.
There will be cross-functional opportunities to allow for personal development while also affecting the organization to reduce the likelihood of resistance. Once employees experience personal and professional development simultaneously, I believe it may further assist in the mitigation intervention.
Employees are more likely to accept company changes if they can see the benefits of their efforts. For many people, personal progress is a simple matter. Still, those who see the beneficial impact they have on the organization will be inspired to keep getting involved and serve a greater purpose. This task also facilitates promotion and retention within the company.
Dissemination of Knowledge
When transmitting information electronically, numerous discrepancies lead to more information being shared.
Knowledge must be disseminated in a variety of ways. Emails, huddles, and one-on-one meetings with supervisors should be used to distribute new information. Employees benefit from this method of knowledge transfer since they can comprehend what they hear and see.
Employees will be more likely to share new information with others if they have a better grasp of the material being given to them and the rationale behind the changes. As a result, personnel with experience can circulate the information and put it into practice with one another.
Sarma, K. (Ed.). (2011). Introduction to Psychology . (4th ed.). Great Britain : Pearson.
Berggren, I. And Carlstrom, E. (2011). Decision making within a community provider organization. British Journal of Community Nursing, 15 (12), pp. 611-617.
Caligiuri, P., Lepak, D., & Bonache, J. (2010). Managing the Global Workforce: John Wiley & Sons.
Respond to discussion 1 100 words per person Felicia The most challenging
Using the attached crime scene scenario, please answer the following questions as thoroughly as possible: From the listing of Law Assignment Help Respond to discussion 1 100 words per person
The most challenging aspect for me to handle is time management. It seems that the paperwork is endless. My classroom management skills have improved a lot since last year. I have a good rapport with the students. Student engagement is critical to me; however, with so much paperwork, it’s always rushed.
During my first three months working at my school, I was a permanent substitute teacher, which led me to my full-time position. My principal offered me a full-time job on the last day of my three months. Covid was at its peak, and it was terrible. The students were getting sick one after the other. About 6 or 7 other students had to quarantine when one got sick. We had to teach the students that were left in class while teaching students virtually as well. Seven students returned to in-person learning as quickly as seven students were going out.
This year was no different until the parents started complaining that their kids should not be sent from school if they didn’t have covid. Parents had to work, and it was very inconvenient to miss work to stay home with a perfectly healthy child sent home because they may have been in contact with a sick child. Things are getting better, and I have a perfect attendance of 98% of the week.
The strategy from the article Never Says Anything a kid can say that I’m implementing is using more Process questions that require students to think at a much higher level”(Rineheart, 2000 vol 8) Students tend to use yes and no answers as an easy way out. It is hard to determine if the students have learned the information. I’m also trying the grouping method this year; it works well. It gives the students more confidence.” No one is finished until all can explain the solution,” or an answer to the problem is such a great idea.
I haven’t experienced many behavioral issues with this method because the students love it. Students were instructed in the beginning that if grouping becomes a problem, it will cease to exist in my classroom.
Train a child in the way he should go when he is old, he will not depart from it. Proverbs 22:6 NIV
Part II. What aspect do you find the most difficult to handle?
Since I have been teaching, I sometimes have a hard time finding activities that are aligned to the state assessment. I always want my students to get plenty of practice so that I can see if they are grasping a skill before I assess them. It is difficult and very tedious to make my own, so sometimes I pull items from different states to help me out. I have spent so much money on Teachers Pay Teachers. Trying to Lesson Plan for four different subjects is difficult but I am trying to make a way.
Part III. How has teaching changed for you since COVID? If this is your first year teaching, how are things different from what you envisioned?
Teaching during COVID made me have more compassion for my students. I saw how some of them struggled while we were in person, but they really struggled with virtual. Some of them had no one to wake them up for class, some of them were virtual still in the bed, some of them could not turn on their cameras because they were ashamed of their living environment, etc. This made me think that we teach our babies daily, but we have no idea what they are going through at home. We are now one hundred percent in person.
Part IV. What strategy from the article Never Say Anything A Kid Can Say will you focus on during this semester? In your response to other classmates, you may want to offer a solution you have found to help in their area of difficulty
I love the questioning strategy. This is a great strategy to check for student understanding. I do this a lot in my classroom already. Another strategy that I love is allowing the students to think to determine if they have the correct answer. I usually tell the students that they have the correct answer. Now, I will let them chat amongst their peers and allow them to think to determine if the answer is correct. I like when the author stated “As soon as I give students the answer, thinking stops” (Reinhart, 2000, p. 482). This strategy will be put to use in my class immediately.
Part I. My name is Alexis Seaton and I currently hold the position of a Inclusion Teacher at John Hopkins Elementary. This is my fourth year teaching for the Jackson Public School District. I taught second grade for two years and kindergarten one year. What I find the most challenging about my current position is the lack of parental involvement and finding differentiated ways to make coming to my classroom when I am servicing these children. Some of them are embarrassed that they have an IEP and their behavior reflects that as well. The parents can also be in denial about the their child’s present levels as well. I serve K-5 and hold meetings and write IEP’s for children who are in public school who have a disability or other diagnosed condition. Covid has not affected my teaching abilities because I was living in Nashville working from home with another agency, however I am seeing some results of students being at home and being virtual and having not having consistent academic instruction.
Part II. What aspect do you find the most difficult to handle? The aspect that I find the most difficult to handle is not having enough staff regarding Exceptional Education, which can often lead to more children added to our case loads and having to rearrange schedules so that every child can be serviced and also coming up with different strategies to make the students who do have and IEP’s and behavior plans enjoy their time in school.
Part III. How has teaching changed for you since COVID? If this is your first year teaching, how are things different from what you envisioned? Although this is not my first year teaching, this is my first year being an inclusion teacher. I also had a four year break from teaching as well. Since school has started back, I have not noticed anything differently than when I taught fours ago. However, I can agree that some of these students did not grasp a lot of academic instruction during virtual schooling and some of those affects are being presented now in the classroom.
Part IV. What strategy from the article Never Say Anything A Kid Can Say will you focus on during this semester? I enjoyed reading the article. I appreciate the educator being able to revise their teaching styles and accept that a different approach was needed. I will incorporate more problem solving questions. I often time do not leave a lot of time for these questions because I am so focused on explaining and checking for understanding. Sometimes getting students to think for themselves and ask or answer questions can be a better way for academic instruction.
(Melanie)Installation is the process of changing from the current information system to
(Melanie)Installation is the process of changing from the current information system to a new one. (Valacich.) Different approaches to installation include direct, parallel, and phased installation.
The simplest approach is direct installation. With direct installation, the new system is installed while the current system is still in use, and as soon as the new system is turned on, the old system is turned off. (Valacich.) The current and new systems are never operational at the same time. Despite being the most straightforward approach and therefore the cheapest, there are risks to direct installation. If there are issues with the new system that went undetected during or survived the testing phase, then those issues have to be dealt with while the new system is the only system in use, which can seem a little like trying to fix a car while you’re driving it.
The parallel approach is when the current system remains in use for a time after the new system is turned on; both systems are operational concurrently until the current system is turned off. (Valacich.) This approach reduces the risk of issues with the new system interfering with work, but also increases the amount of work, as the work may be duplicated from being performed on two separate systems. (What.) In the event the work is not duplicated, it could lead to record gaps as one system fails to record the work done on the other system. Running both systems can also be an expensive proposition that may not be feasible.
Phased installation makes changes piecemeal, changing from the old system to the new one incrementally – the functional components are installed a little bit at a time and the system is gradually replaced. (Valacich.) Phased installation allows for system development to also be phased as the new system does not have to be ready in its entirety. The old and new systems have to be able to communicate, which will require extra programming. Piecemeal installation limits the risks, but also extends the installation process, which can cause frustration and confusion among users.
Valacich, J. S., George, J. F., & Hoffer, J. A. (2015). Essentials of Systems Analysis and Design (Sixth). Pearson Education Limited.
What are the different types of approaches to implement a new system? (n.d.). Universal CPA Review. Retrieved August 24, 2022, from https://www.universalcpareview.com/ask-joey/what-are-the-different-types-of-approaches-to-implement-a-new-system/
(Lucious)The Direct approach system is implemented and tested to ensure proper performance. The old system is then removed, and the new one is installed with no overlap or limited rollout. This is a risky strategy because any problems with the new system could immediately impact the organization’s day-to-day operations. However, it is a quick rollout compared to parallel or a phased approach. This is an excellent option when the system is not critical to the organization, any problems will be minor or there is a high level of confidence that the system will work the first time.
The parallel approach is very popular because it is low risk. For a while, the old system will coexist with the new system. The outputs or behavior of each system can be compared using this method to ensure that the new system is performing as expected. If a severe problem is discovered, the organization can simply continue to use the existing system until a fix is implemented. The parallel method has the disadvantage of effectively duplicating effort, which costs time and money. There may also be specialized hardware or equipment that both systems require, which could be a problem. For these reasons, the parallel strategy may not be appropriate.
The phased approach is an effective strategy for systems composed of smaller subsystems. This is because each subsystem will be introduced one at a time. Module 1 is activated in the system. This replaces a portion of the current system. Users thoroughly test the subsystem to ensure there are no serious issues. The next phase of the introduction is to load module 2 into the system. If the same thing occurs again, problems and issues are identified and resolved before proceeding. The main disadvantage of this strategy is that subdividing the system in this manner may be impossible. Another issue is that the process may take a long time. (Tech-ICT, n.d.)
Tech-ICT. (n.d.). Implementation methods. Retrieved from https://teach-ict.com/as_a2_ict_new/ocr/A2_G063/335_implementing_systems/methods/miniweb/pg2.htm
Retention and Recruitment According to the US Bureau of Labor Statistics (as
Retention and Recruitment
According to the US Bureau of Labor Statistics (as cited in American Association of Colleges of Nursing, 2019), over 200,000 new RNs will be needed each year through 2026 to replace nurses who retire and to fill new positions. National Council of State Boards of Nursing and The Forum of State Nursing Workforce Centers (as cited in American Association of Colleges of Nursing, 2019) reported that about 51% of today’s RNs are 50 years old or older. These are dramatic numbers and represent a challenge for future nurse leaders and managers.
If you were a nurse leader or manager, how would you retain the nurses you have? How would you recruit additional nurses? In your opinion, what do you think the future of the nursing workforce will look like in 50 years?
Your discussion post should look like:
Paragraph one: How would you retain the nurses you have?
Paragraph two: How would you recruit additional nurses?
Paragraph three: What do you think the future of the nursing workforce will look like in 50 years?
Resources: Where did you find your data? Be sure to use scholarly resources
American Association of Colleges of Nursing. (2019). Fact sheet: Nursing shortage. https://www.aacnnursing.org/Portals/42/News/Factsheets/Nursing-Shortage-Factsheet.pdf