Create a three-to-five-page paper that summarizes Tim Berners-Lee’s innovative contributions (Examples: the Web not only brings us information, but it is responsible for creating petabytes of big data through social media contributions, connected devices, and more. The interconnected nature of the Web has led to connected documents, metadata, and recently, graph databases). Then, discuss how that contribution continues to affect our lives (and the ability to innovate) today

 INSTRUCTIONS
Create a three-to-five-page paper that summarizes Tim Berners-Lee’s innovative contributions (Examples: the Web not only brings us information, but it is responsible for creating petabytes of big data through social media contributions, connected devices, and more. The interconnected nature of the Web has led to connected documents, metadata, and recently, graph databases). Then, discuss how that contribution continues to affect our lives (and the ability to innovate) today.

Needs: Cover Sheet & Reference Page

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This week I would like you should find one news article related to the First Amendment. It seems that every day there is something going on about religious freedom, free speech, or freedom of the press. As always, your entry should:

 Instructions
This week I would like you should find one news article related to the First Amendment. It seems that every day there is something going on about religious freedom, free speech, or freedom of the press. As always, your entry should:

Summarize your article,
Explain how it relates to the weekly text materials, and
Why you found it interesting.
You should then attach the news article to your entry.

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Please summarize this paper clearly and concisely and capture the key points of the article.
Please submit a word document (font size 12, Arial). Save the summary with the following filename approach so that others can find it and your coach can give you the necessary points e.g. “Week 1 Elliott & Yan Chinese Financial System Summary – Sarah Brown Group 1”

 Instructions
Please summarize this paper clearly and concisely and capture the key points of the article.
Please submit a word document (font size 12, Arial). Save the summary with the following filename approach so that others can find it and your coach can give you the necessary points e.g. “Week 1 Elliott & Yan Chinese Financial System Summary – Sarah Brown Group 1”

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Europe’s Cathedral Architecture” Please respond to the following, using sources under the Explore heading as the basis of your response: Please include questions in your answer.
You are the manager: In this scenario your company wants to buy a piece of International property in Europe. The goal is to tear down a historic building and put up a shopping center. Europeans are protesting because it says your company does not understand or appreciate European historical architecture. As the manager what will you do?

INSTRUCTIONS
“Europe’s Cathedral Architecture” Please respond to the following, using sources under the Explore heading as the basis of your response: Please include questions in your answer.
You are the manager: In this scenario your company wants to buy a piece of International property in Europe. The goal is to tear down a historic building and put up a shopping center. Europeans are protesting because it says your company does not understand or appreciate European historical architecture. As the manager what will you do?

Format for Discussion
1. Identify two key functions of stained-glass windows in the Gothic style in Europe’s cathedral architecture. What purpose did the stained-glass windows serve?
2. Identify two (2) differences between the Romanesque and Gothic cathedral structures
3. Identify one (1) existing structure (the closer to your home the better) that is Romanesque or Gothic and
identify two features that support your identification.
4. Will you tear down the historic building and build the shopping center? (Your Opinion)

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Multiple ethical theories espouse the reasons for and the meaning of the study of ethics. Much of philosophy is seen by the public as either difficult to understand or impossible to comprehend. The required textbook chapters and the Morality (Links to an external site.) article explore several ethical theories in depth (Lykan, 2001). In this discussion post, evaluate the value of any one of the ethical theories examined thus far in the course, and explain the actions it would take by all individuals to put the theory into action. List the positives and negatives for society by following this ethical theory.

Instructions
Multiple ethical theories espouse the reasons for and the meaning of the study of ethics. Much of philosophy is seen by the public as either difficult to understand or impossible to comprehend. The required textbook chapters and the Morality (Links to an external site.) article explore several ethical theories in depth (Lykan, 2001). In this discussion post, evaluate the value of any one of the ethical theories examined thus far in the course, and explain the actions it would take by all individuals to put the theory into action. List the positives and negatives for society by following this ethical theory.

References:
Text
Banks, C. (2016). Criminal justice ethics: Theory and practice (4th ed.). Retrieved from https://content.ashford.edu

Chapter 12: Duty and Principle
Chapter 13: Considering the Consequences
Articles
Chapman, M. L., & Davis, F. V. (1978). Skills for ethical action: A process to judgment and action. Educational Leadership, 35(6), 457-461. Retrieved from http://www.ascd.org/publications/educational-leadership.aspx

The full-text version of this article is available in the EBSCOhost database located in the Ashford University Library. It will assist you in responding to this week’s discussion, “Moral Actions: Motivations and Relevance.”
Lykan, W. (2001). Morality (Links to an external site.). Retrieved from http://www.unc.edu/~ujanel/Morality.htm

This article discusses the moral theory for moral decisions. It will assist you in responding to this week’s discussion, “Ethics Applied: Moral Actions.”
Philosophy 103—introduction to logic: Critical thinking: Informal fallacies (Links to an external site.). (n.d.). Retrieved from http://www.logicalfallacies.info/

This site provides a listing and definitions of various logical fallacies. It will assist you in completing this week’s assignment, “Logical Fallacies and Criminal Justice.”
Roh, Y.-R. (2003). An extended conception of rationality and moral actions. Journal of Value Inquiry, 37(1), 35-49. doi:10.1023/a:1024033810944

The full-text version of this article is available in the ProQuest database located in the Ashford University Library. This article discusses moralism and rational choice. It will assist you in responding to this week’s discussion, “Moral Actions: Motivations and Relevance.”

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 Instructions
Thomas worked in the nonmilitary operations of a large firm that produced both military and nonmilitary goods. When the company discontinued the production of nonmilitary goods, Thomas was transferred to a plant producing military equipment. Thomas left his job, claiming that it violated his religious principles to participate in the manufacture of goods to be used in destroying life. In effect, he argued, the transfer to the military equipment plant forced him to quit his job. He was denied unemployment compensation by the state because he had not been effectively “discharged” by the employer but had voluntarily terminated his employment. Did the State’s denial of unemployment benefits to Thomas violate the free exercise clause of the First Amendment?

 Instructions
Thomas worked in the nonmilitary operations of a large firm that produced both military and nonmilitary goods. When the company discontinued the production of nonmilitary goods, Thomas was transferred to a plant producing military equipment. Thomas left his job, claiming that it violated his religious principles to participate in the manufacture of goods to be used in destroying life. In effect, he argued, the transfer to the military equipment plant forced him to quit his job. He was denied unemployment compensation by the state because he had not been effectively “discharged” by the employer but had voluntarily terminated his employment. Did the State’s denial of unemployment benefits to Thomas violate the free exercise clause of the First Amendment?

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The required textbook chapters and the “An Extended Conception of Rationality and Moral Actions” article discuss moralism and rational choice (Roh, 2003). For this discussion, explain the significance of criminal justice professionals accepting the importance of moral actions in their professions. Can the greater good be served by people merely doing what they are told is morally right, or must professionals actually accept and believe in the need for moral conduct in order to best serve the effective administration of criminal justice agencies? Provide at least of one example to support your conclusion

 Instructions
The required textbook chapters and the “An Extended Conception of Rationality and Moral Actions” article discuss moralism and rational choice (Roh, 2003). For this discussion, explain the significance of criminal justice professionals accepting the importance of moral actions in their professions. Can the greater good be served by people merely doing what they are told is morally right, or must professionals actually accept and believe in the need for moral conduct in order to best serve the effective administration of criminal justice agencies? Provide at least of one example to support your conclusion.

Guided Response: Are laws and regulations intentionally ethical or written to produce moral actions? If not, does pragmatism and public protection lend itself to non-ethical philosophies or actions? Should criminal justice professionals adhere to a personal code or moral conduct, or should there be a formal code of conduct required for criminal justice professionals?

References:
Text
Banks, C. (2016). Criminal justice ethics: Theory and practice (4th ed.). Retrieved from https://content.ashford.edu

Chapter 12: Duty and Principle
Chapter 13: Considering the Consequences
Articles
Chapman, M. L., & Davis, F. V. (1978). Skills for ethical action: A process to judgment and action. Educational Leadership, 35(6), 457-461. Retrieved from http://www.ascd.org/publications/educational-leadership.aspx

The full-text version of this article is available in the EBSCOhost database located in the Ashford University Library. It will assist you in responding to this week’s discussion, “Moral Actions: Motivations and Relevance.”
Lykan, W. (2001). Morality (Links to an external site.). Retrieved from http://www.unc.edu/~ujanel/Morality.htm

This article discusses the moral theory for moral decisions. It will assist you in responding to this week’s discussion, “Ethics Applied: Moral Actions.”
Philosophy 103—introduction to logic: Critical thinking: Informal fallacies (Links to an external site.). (n.d.). Retrieved from http://www.logicalfallacies.info/

This site provides a listing and definitions of various logical fallacies. It will assist you in completing this week’s assignment, “Logical Fallacies and Criminal Justice.”
Roh, Y.-R. (2003). An extended conception of rationality and moral actions. Journal of Value Inquiry, 37(1), 35-49. doi:10.1023/a:1024033810944

The full-text version of this article is available in the ProQuest database located in the Ashford University Library. This article discusses moralism and rational choice. It will assist you in responding to this week’s discussion, “Moral Actions: Motivations and Relevance.”

Recommended Resource
Supplemental Material
Hicks, W. (2015). CRJ524 professional resources listPreview the document. Retrieved from https://bridgepoint.equella.ecollege.com/curriculum/file/78ce1060-b8b0-4666-8a12-ecc460da8d1b/1/CRJ524_Professional Resources List.docx

This document provides additional resources in the form of articles, multimedia, and websites that may be helpful in the development of your learning in the field of criminal justice. This source may assist you in your weekly discussions.

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Behavior analysts work to change an individual’s socially significant behaviors in meaningful ways. As the conceptually systematic dimension states, basic principles of behavior are used to change behaviors. The first basic principle we explore is reinforcement. Reinforcement is used to increase appropriate behaviors in an individual’s repertoire. Behavior analysts not only work to decrease problematic behaviors, but they also work to increase appropriate behaviors. Understanding how reinforcement works is important for adding new behaviors to an individual’s repertoire.

 Instructions
Positive and Negative Reinforcement

Behavior analysts work to change an individual’s socially significant behaviors in meaningful ways. As the conceptually systematic dimension states, basic principles of behavior are used to change behaviors. The first basic principle we explore is reinforcement. Reinforcement is used to increase appropriate behaviors in an individual’s repertoire. Behavior analysts not only work to decrease problematic behaviors, but they also work to increase appropriate behaviors. Understanding how reinforcement works is important for adding new behaviors to an individual’s repertoire.

For this assignment, complete the following:

Define both positive and negative reinforcement. Be sure to explain how they are similar and how they are different in your definitions.
Provide two real-world, detailed examples of how positive reinforcement could be used to increase behaviors you would like to see occur more often. Also, provide two examples of how negative reinforcement could be used to increase behaviors you would like to see occur more often. For example, an individual may use positive reinforcement to increase the behavior of working out. She could “pay” herself 10 dollars after five consecutive days of working out. Another individual may use negative reinforcement to increase the behavior of cooking healthy meals. If her dinner meals include at least two different vegetables, she can skip doing the dishes immediately after eating.
Be sure to explain why the examples you chose will work to increase behavior in the future.

Assignment Requirements

Written communication: Should be free of errors that detract from the overall message.
APA formatting: References and citations are formatted according to current APA style guidelines.
Resources: Minimum of 1–2 scholarly or professional resources.
Length: 2–4 double-spaced pages, in addition to the title page and reference page.
Font and font size: Times New Roman, 12 point.
SafeAssign: You are required to use SafeAssign before submitting the completed assignment to your instructor. Submit your work to SafeAssign as a draft, review the results, and make any needed changes. When you are ready, submit your assignment to the assignment area for grading.

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Our ability to learn is always influenced by whether we see any
purpose to what we are learning. If you do not understand why
you are being asked to learn something, that bit of knowledge will
not stay in your mind long. 

assignment 1
The Importance of Purpose
Our ability to learn is always influenced by whether we see any
purpose to what we are learning. If you do not understand why
you are being asked to learn something, that bit of knowledge will
not stay in your mind long. 
Here is your first writing assignment for this unit. Explain to me
why you think I began the content of this Critical Thinking course
with these issues:
1) maturity (Later Stages of Childhood, Early Adulthood, and
Solid Adulthood)
2) thinking narrowly, and
3) how we are trained to accept certain socially defined Concepts.
You may need to glance back at what I wrote on those topics.
Remember that if an assignment has three parts, each part
should be covered in a separate paragraph. These are not
to be lumped together.
Now that you have read Chapter One in the text, you have an
over-view of the traits. I have simplified the definitions of the
traits, so we can be clear what we mean when we use the terms
during the rest of the class. Email me if any of these seem
unclear.
      Intellectual Humility – recognizing the limits to your
knowledge or experience.
      Intellectual Empathy – genuinely trying to understand how
others think.
      Intellectual Courage – genuinely trying to understand how
others think when you have strong negative feelings toward their
viewpoints.

      Intellectual Integrity – holding yourself to the same
standards you hold other to.
      Intellectual Perseverance – sticking with difficult or
frustrating problems.
      Confidence in Reason – believing that reasoning is the best
way to approach problems or conflicts.
      Intellectual Autonomy – thinking for yourself. (You listen to
other’s viewpoints, but you don’t let others control how you
think.)
You need to understand these terms, or some of the
assignments coming up will not make sense.
Unit 4 assignment 2
Intellectual Humility
Intellectual Humility is defined as recognizing the limits to your
knowledge or experience.
Do you know anyone who thinks he or she knows everything,
who is always convinced his or her perspective is the only right
one? Are you like this yourself sometimes? 
The reality we face is that no one person can know everything
about anything. Even when someone focuses their whole life on
one thing, like cell biology, that person cannot know everything
even about that one subject. Add to this that no one person’s
experience can give them insight into all issues. If you are male,
you have never been female. If you grew up in the United States,
you have never experienced growing up in a third world country.
If you grew up in a rural area, you have not experienced growing
up in an urban setting.
So why do so many of us think that our little corner of
knowledge, our few short years of limited experience somehow
gives us the inside-track on the Truth?

Here is the second writing assignment for this unit. Think about
and then write on these three issues:

  1. Why is it so important for so many people that they be right? 
  2. Why don’t we instead approach every issue from the
    perspective that “this is what I think given the knowledge and
    experience I have so far, but I’m open to new information”? 
  3. What is the difference between working with a boss who
    believes he or she is always right, and working with a boss who
    believes “this is what I think given the knowledge and experience
    I have so far, but I’m open to new information”?
    Unit 4 assignment 3
    Intellectual Courage
    Intellectual Courage is defined as genuinely trying to understand
    how others think when you have strong negative feelings toward
    their viewpoints.
    Now for the tough question. It is easy to say we should try to
    understand others when the “others” that we are talking about
    are people who we care about, or who we want something from,
    or who we want to think equally hard about us.
    But what about the person from the opposite political party, or
    from the opposite side of the abortion debate, or someone who
    has treated you poorly, or a “terrorist” who has flown a plane into
    a building killing many people. Do you have a responsibility to
    genuinely try to understand how they think?
    Here is the third writing assignment for this unit:  
    First, list the reasons you can think of for genuinely trying to
    understand people who hold views you have strong negative
    feelings toward. (I’m not asking you to list
    viewpoints you don’t agree with. Of course

people have views you don’t agree with.
The question is what reasons can you think of
for genuinely trying to understand these
people and their viewpoints.)
Second, list the reasons for not trying to understand these
people. 
Third, explain which of the two lists is the stronger one and why.
(Remember your work will lose points if you
do not discuss these questions in separate
paragraphs.)
Unit 4 assignment 4
Intellectual Autonomy
Intellectual Autonomy is defined as thinking for yourself.
Most of us think we do think for ourselves. Most of us say that
Advertising doesn’t influence us, that we don’t care what others
think, and that we choose our own beliefs and values. 
Yet there is a lot of evidence that says otherwise. In fact,
advertising does work. Also, most of us dress in conformity with
people we want to be like. Men are often afraid to try activities
that others may not consider “manly.” We may even spend
thousands of dollars to purchase something, perhaps a truck or a
house, when at least one of the influencing factors is that other
people might think we are more cool. We might even drink or
take drugs to “fit in” with a certain group.
It may be that we can never be truly independent.  We are
influenced in many ways by many people. Often there is no
important reason to separate ourselves from this influence.

Yet being able to think for ourselves can be very important at
times. 
Here is the fourth writing assignment for this unit. List five of the
most important times to make sure you are thinking for yourself.
For each one, explain why it is important enough to make the list
of the most important times.
Additional notes:
1) Note this assignment has 5 separate parts.
2) It does not ask for five times you have thought for yourself in
the past (a mistake students have made).

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Congratulations! You have been hired as a consultant to advise Saint Leo University Hospital leadership on the
development of a Disaster Preparedness and Response Plan. Saint Leo University Hospital is currently under
construction and will celebrate its grand opening twelve months from the beginning of this course. Among the many
projects to be completed before the hospital welcomes its first patients is writing the Disaster Preparedness and
Response Plan.
For this consultancy, select one of the following public health emergencies as the basis for formulating insights and
recommendations to Saint Leo University Hospital leadership for its new Disaster Preparedness and Response Plan.

HCM 550 – Term Project Requirements

Congratulations! You have been hired as a consultant to advise Saint Leo University Hospital leadership on the
development of a Disaster Preparedness and Response Plan. Saint Leo University Hospital is currently under
construction and will celebrate its grand opening twelve months from the beginning of this course. Among the many
projects to be completed before the hospital welcomes its first patients is writing the Disaster Preparedness and
Response Plan.
For this consultancy, select one of the following public health emergencies as the basis for formulating insights and
recommendations to Saint Leo University Hospital leadership for its new Disaster Preparedness and Response Plan.
 Option 1: Hurricane
 Option 2: Toxic chemical emergency
 Option 3: Infectious disease outbreak (e.g., influenza pandemic)
 Option 4: Earthquake
The module-by-module instructions for the term project are as follows:
Module 1
 Step 1A: Review hospital disaster preparedness and response plans that you retrieve from the internet. Select and
save 6-8 of the most applicable and comprehensive plans to serve as references in this term project. A sample
keyword search using Google is:

hospital “disaster preparedness and response plan” filetype:pdf

 Step 1B: Write approximately 750 focused, clear, concise, convincing, well-structured, and individually-authored
words explaining how application of concepts in the Module 1 textbook chapters (e.g., complex systems
thinking, organization theory and behavior, leadership theories and roles) informs the development,
adoption, and eventual execution of Saint Leo University Hospital’s Disaster Preparedness and Response
Plan for the selected public health emergency. Apply and cite at least three references (e.g., disaster plans,
scholarly articles) above and beyond the textbook.
Module 2
 Step 2A: Write approximately 750 focused, clear, concise, convincing, well-structured, and individually-authored
words explaining how application of concepts in the Module 2 textbook chapters (e.g., organization design
and coordination, motivation) informs the development, adoption, and eventual execution of Saint Leo
University Hospital’s Disaster Preparedness and Response Plan for the selected public health emergency.
Apply and cite at least three references (e.g., disaster plans, scholarly articles) above and beyond the textbook.
Module 3
 Step 3A: Write approximately 750 focused, clear, concise, convincing, well-structured, and individually-authored
words explaining how application of concepts in the Module 3 textbook chapters (e.g., work teams,
communication) informs the development, adoption, and eventual execution of Saint Leo University
Hospital’s Disaster Preparedness and Response Plan for the selected public health emergency. Apply and cite
at least three references (e.g., disaster plans, scholarly articles) above and beyond the textbook.
 Step 3B: Begin combining the Module 1-3 term project components into an integrated, well-structured, and carefully
edited document.
 Step 3C: Submit your Module 1-3 term project components to your instructor for feedback and suggestions.

Module 4
 Step 4A: Write approximately 750 focused, clear, concise, convincing, well-structured, and individually-authored
words explaining how application of concepts in the Module 4 textbook chapters (e.g., power, politics, conflict
management) informs the development, adoption, and eventual execution of Saint Leo University Hospital’s
Disaster Preparedness and Response Plan for the selected public health emergency. Apply and cite at least
three references (e.g., disaster plans, scholarly articles) above and beyond the textbook.
 Step 4B: Continue combining the Module 1-4 term project components into an integrated, well-structured, and
carefully edited document.
Module 5

 Step 5A: Write approximately 750 focused, clear, concise, convincing, well-structured, and individually-authored
words explaining how application of concepts in the Module 5 textbook chapters (e.g., organizational
complexity, organizational learning and innovation, quality improvement) informs the development, adoption,
and eventual execution of Saint Leo University Hospital’s Disaster Preparedness and Response Plan for the
selected public health emergency. Apply and cite at least three references (e.g., disaster plans, scholarly articles)
above and beyond the textbook.
 Step 5B: Continue combining the Module 1-5 term project components into an integrated, well-structured, and
carefully edited document.
Module 6
 Step 6A: Write approximately 750 focused, clear, concise, convincing, well-structured, and individually-authored
words explaining how application of concepts in the Module 6 textbook chapters (e.g., strategic management,
interorganizational collaboration, organizational values/mission/vision) informs the development, adoption,
and eventual execution of Saint Leo University Hospital’s Disaster Preparedness and Response Plan for the
selected public health emergency. Apply and cite at least three references (e.g., disaster plans, scholarly articles)
above and beyond the textbook.
 Step 6B: Continue combining the Module 1-6 term project components into an integrated, well-structured, and
carefully edited document.
Module 7
 Step 7A: Write approximately 750 focused, clear, concise, convincing, well-structured, and individually-authored
words explaining how application of concepts in the Module 7 textbook chapters (e.g.,) informs the
development, adoption, and eventual execution of Saint Leo University Hospital’s Disaster Preparedness and
Response Plan for the selected public health emergency. Apply and cite at least three references (e.g., disaster
plans, scholarly articles) above and beyond the textbook.
 Step 7B: Continue combining the Module 1-7 term project components into an integrated, well-structured, and
carefully edited document.
Module 8
 Step 8A: Write approximately 750 focused, clear, concise, convincing, well-structured, and individually-authored
words explaining how application of concepts in the Module 8 textbook chapters (e.g., personal responsibility,
health information privacy, ethics, international collaboration) informs the development, adoption, and
eventual execution of Saint Leo University Hospital’s Disaster Preparedness and Response Plan for the
selected public health emergency. Apply and cite at least three references (e.g., disaster plans, scholarly articles)
above and beyond the textbook.
 Step 8B: Continue combining the Module 1-8 term project components into an integrated, well-structured, and
carefully edited document.
 Step 8C: Submit the term project before 11:59 pm on Sunday at the end of Module 8.
Submit the final Term Project to Chalk and Wire no later than Sunday 11:59 EST/EDT of Module 8. The final Term
Project Chalk and Wire link is located in the Module 8 folder. Students who do not submit the assignment to Chalk and
Wire will receive a zero. This is a key program assessment; the results are used to ensure students are meeting program
goals. Video and PDF instructions can be found on the course home page. PDF instructions are also located in the Start
Here folder.

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