Does racial bias in sentencing contribute to Indigenous over-representation in prison?

Curtis, C 2016, Anti-Social Behavior: A multi-national perspective of the everyday to the extreme (SAGE Swifts), Sage Publications Ltd. Schiele, S 2010, Social Welfare Policy: Regulation and Resistance among People of Color, Sage Publications Ltd. Burling, A 2017, Race in the Criminal Justice System, ABDO Publishing, Minneapolis Weatherburn, Don & Holmes Jessie 2010, Re-thinking Indigenous over-representation in prison, Australian Journal of Social Issues, vol. 45, no. 4, pp. 559-576. Snowball, Lucy & Weatherburn, Don 2007, Does racial bias in sentencing contribute to indigenous over-representation in prison?, The Australia and New Zealand Journal of Criminology, vol. 40, no. 3, pp. 272-290. Weatherburn, Don, Lind, Bronwyn & Hua, Jiuzhao 2003, Contact with the New South Wales court and prison systems: the influence of age, Indigenous status and gender, Contemporary issues in Crime and Justice, vol. 78, pp.1-11 Siman, Shelley, Donnelly, Jack, Huerter, Regina & Reichman, Nancy 2009, Reducing disparities in the adult criminal justice system: creating a model for Denvery County, ProQuest Dissertations and Theses Isted, Chelsey & Kinney, Bryan 2009, Aboriginal youth in the criminal justice system: is systemic discrimination influencing custody decisions?, Proquest Dissertations and Theses Palmer, Darren, De Lint, Willem & Dalton, Derek 2017, Crime and Justice A guide to criminology, 5th edn, Thomson Reuters, Sydeny Bessent, Judith & Watts, Rob 2007, Sociology Australia, 3rd edn, Allen & Unwin, Sydney Australia Frize, M, Kenny, D & Lennings, C 2007, Implementing restorative justice to address indigenous youth recidivism and over-incarceration in the act: Navigating law reform dynamics, Australian Indigenous Law Review, , no. 1, Shepherd, Stephane M, Adams, Yolanda, McEntyre, Elizabeth & Walker, Roz 2014, Violence Risk Assessment in Australian Aboriginal Offender Populations: A Review of the Literature, Psychology, Public, Policy, and Law, Vol 20,
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Factory Owners Establish Discipline for Workers Analyze the source by answering the questions from your textbook, and Incorporate what you’ve learned in the lesson, and use the general historical questions as a guideline: Who, What, When, Where, Why, and How?

1. Document 17:2 – Factory Owners Establish Discipline for Workers Analyze the source by answering the questions from your textbook, and Incorporate what you’ve learned in the lesson, and use the general historical questions as a guideline: Who, What, When, Where, Why, and How? About 250 words of your analysis should suffice. 2. Chapter 18 Biography – John Stuart Mill and Harriet Taylor Analyze the source by answering the questions from your textbook, and Incorporate what you’ve learned in the lesson, and use the general historical questions as a guideline: Who, What, When, Where, Why, and How? About 250 words of your analysis should suffice. 3. Document 19:3 – A Serf Reacts to the Russian Emancipation Proclamation Analyze the source by answering the questions from your textbook, and Incorporate what you’ve learned in the lesson, and use the general historical questions as a guideline: Who, What, When, Where, Why, and How? About 250 words of your analysis should suffice. 4. Analyze the following primary source document, incorporating what you’ve learned in the lesson, and using the questions as a guideline. Make sure you integrate the historical questions – Who, What, When, Where, and Why. About 250 words of your analysis should suffice. . Document – Economics and Imperialism in Africa Captain . Lugard, The Rise of Our East African Empire, vol. I (London: William Blackwood and Sons, 1893), pp. 379382, 473. Analyze the Source by also answering the questions: How does Lugard connect nationalistic and economic motives for imperialism? How does he respond to arguments against imperialism? 5. Document – Thinking About Science and Technology – Universities and Professionalization of Science Analyze the source by answering the questions from your textbook, and Incorporate what you’ve learned in the lesson, and use the general historical questions as a guideline: Who, What, When, Where, Why, and How? About 250 words of your analysis should suffice. 6. Virtual Museum Report-Please visit the website British Museum, link named – History of the World in 100 objects. Choose an object from the period covered each of the questions above (Chapter 21,20, 19, 18 and 17). Write a short report for each about 200 words. (total of 5). Please Include the following in your report: Who, What, When, Where, Why, and How. Remember to include a photo of your chosen artifact in your report.
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Citizenship Education: An empirical study

Find a news article or empirical article that has some research or statistical content related to what you have learned in this course. The news article you use should come from an established source aimed at a broad audience such as a newspaper or magazine.Your report should focus on explaining the nature and results of the study in terms of the concepts and language we have been developing in this course. Here are some specific questions you might address: What broad question is being addressed by the study? To what populations(s) does the question apply? Is the study experimental or observational? For an experimental study, what are the treatments and outcomes? What are the relevant variables in the study? What is the size of the sample in the study? How were subjects in the sample selected? What are the parameters (means or proportions) of interest? What values of statistics (means or proportions) are reported? What are some interesting strengths or weaknesses of the study? What are the conclusions of the study and why? one page, typed two-paragraph report.

Describe Hematopoietic transplantation

1.Radiation, 2.Chemotherapy or targeted therapies 3.Hematopoietic transplantation 4.Other complications of cancer and its therapies discussion very important side effect, Mention point to point No story and Waste of word

How did communities apply the community approach to prepare and respond to Hurricane Matthew?

For this assignment, you will focus on how the National Response Framework (NRF) and the U.S. National Planning Frameworks direct the nations response to incidents and disasters, specifically focusing on Hurricane Matthew. Review the units reading on the preparedness and response efforts to Hurricane Matthew in 2016, and write an analysis of the federal response. Your case study should address, at a minimum, the following questions. 1. Discuss how the National Planning Frameworks core capabilities and guiding principles applied to the Hurricane Matthew, response. 2. How did the federal government prepare in advance for the landfall of Hurricane Matthew under the National Response Framework (NRF)? 3. How did communities apply the community approach to prepare and respond to Hurricane Matthew? 4. In your opinion, was the National Preparedness Goal achieved? Ensure you support your analysis with strong arguments and evidence. You may use the two sources listed above as a basis for your analysis, but you must conduct additional research and use at least two additional sources.

In “What Was Volkswagen Thinking?

In “What Was Volkswagen Thinking?,” Jerry Useem (2016) explains that organizations can be defined and shaped through communication. Useem discusses the technique of using a series of scripts and/or a company credo to help determine the behavior and decisions of employees. In the article, Useem presents both positive and negative examples of using a corporate script/credo. In your response, explain how using a script/credo can guide organizational behavior. Based on what you have learned from reading Useems article, do you believe that having a corporate script/credo is a good way to guide organizational behavior?

Explain the basic principles of Christian spiritual formation.

Unit Seven Introduction Here we are at the end of our journey together. However, it is not the end of your journey in Christ nor is it the beginning. This week you will submit your final evaluation assignment, which is your discipleship journey paper. It has been said that a person really knows and understands an idea when he or she can apply it to their own life. Your paper will be a culmination of all that we have talked about and explored in this course. As we have discussed, it is important for the form of an educational (or discipleship) experience to match the content. Because this course is so process-focused, it makes little sense to have an objective, multiple-choice exam at the end of the course. The form would not match our content. So for your final evaluation you will continue to process and continue your journey. Your final evaluation assignment is in itself a work of spiritual discipline. May we never lead others to places we fear or avoid to tread ourselves. Unit Seven is the final unit in this course and as such will serve to tie together what you have learned about developmental theories, spiritual formation and the Biblical text. Obviously the Biblical text takes priority over all other texts. It has been said that all truth is Gods truth. So any truth located in developmental theories will not conflict with the Biblical narrative. Embrace what is good about the developmental theories. That which directly contradicts the Biblical narrative and authority must be re-examined and possibly even discarded. ————————————————————————————————————————————— Unit Seven Outcomes Upon completion of this unit you should be able to: 1. Analyze one’s own development in comparison to current human development theory. 2. Identify the major elements of the developmental theories we have studied. 3. Explain the basic principles of Christian spiritual formation. 4. Develop a plan for discipleship and faith development for the individual, the family, and the church. 5. Explain relationships between discipleship and spiritual formation. 6. Keep a spiritual journal of one’s growth. 7. Share one’s experiences in Christian formation with a small group or with the students. Text/Media Textbook: Teaching for Spiritual Growth Textbook: Invitation to a Journey Textbook: Renovation of the Heart Media Link: Education in Bible Times 8. Teaching in Old Testament 9. Teaching in New Testament 10. Teaching in Old Testament 11. Teaching in the New Testament Instructions 1. Review/re-read the resources to enable you to sufficiently address issues raised in the final project.