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Tag: Homework Solution

  • [Solved] Interest Group

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    Need help deciding an interest group (AARP, AHIP, Coalition for Health Services Research, Emergency Nurses Association, Pharma) 1. **Select** an interest group (AARP, AHIP, Coalition for Health Services Research, Emergency Nurses Association, Pharma) 2. **Discuss** how they are pushing their agenda …

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    Assignment Prompt & Instructions

    Need help deciding an interest group (AARP, AHIP, Coalition for Health Services Research, Emergency Nurses Association, Pharma)

    1. **Select** an interest group (AARP, AHIP, Coalition for Health Services Research, Emergency Nurses Association, Pharma)
    2. **Discuss** how they are pushing their agenda (i.e., mechanisms used to influence policy makers), key obstacles, and spending (consult the Center for Responsible Politics, www.opensecrets.org)
    3. **Investigate** the interest group’s website and review their position statements, testimony, and consult media reports to obtain more information on the group’s lobbying efforts.

  • [Solved] Theory Development and Evaluation

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    Examine the science and art of theory development and evaluation.

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    Assignment Prompt & Instructions

    Examine the science and art of theory development and evaluation.

  • [Solved] Week 7

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    Can someone please help me complete this **files (1)** – ## Week7Instructions.docx **## Week7Instructions.docx** Instructions Week 7: Post Modern Therapies a Discuss solution-focused brief therapy. Describe key concepts and specific interventions including the use of the miracle question. b. Discuss…

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    Assignment Prompt & Instructions

    Can someone please help me complete this

    **files (1)**

    – ## Week7Instructions.docx

    **## Week7Instructions.docx**

    Instructions

    Week 7: Post Modern Therapies

    a Discuss solution-focused brief therapy. Describe key concepts and specific interventions including the use of the miracle question.

    b. Discuss narrative therapy. Describe key concepts and specific interventions.

    c. Discuss strengths and limitations of SFBT and Narrative therapy.

    Resources

    [https://www.psychologytoday.com/us/therapy-types/narrative-therapy](https://www.psychologytoday.com/us/therapy-types/narrative-therapy)

    [https://www.cambridge.org/core/journals/advances-in-psychiatric-treatment/article/solutionfocused-brief-therapy/B8198B18DDEE77F9D39A09FDBCC0CE15](https://www.cambridge.org/core/journals/advances-in-psychiatric-treatment/article/solutionfocused-brief-therapy/B8198B18DDEE77F9D39A09FDBCC0CE15)

    [https://positivepsychology.com/miracle-question/](https://positivepsychology.com/miracle-question/)

    [https://thriveworks.com/blog/externalizing-problem-counseling-technique-narrative-therapy/](https://thriveworks.com/blog/externalizing-problem-counseling-technique-narrative-therapy/)

    **## Week7Instructions.docx**

    Instructions

    Week 7: Post Modern Therapies

    a Discuss solution-focused brief therapy. Describe key concepts and specific interventions including the use of the miracle question.

    b. Discuss narrative therapy. Describe key concepts and specific interventions.

    c. Discuss strengths and limitations of SFBT and Narrative therapy.

    Resources

    [https://www.psychologytoday.com/us/therapy-types/narrative-therapy](https://www.psychologytoday.com/us/therapy-types/narrative-therapy)

    [https://www.cambridge.org/core/journals/advances-in-psychiatric-treatment/article/solutionfocused-brief-therapy/B8198B18DDEE77F9D39A09FDBCC0CE15](https://www.cambridge.org/core/journals/advances-in-psychiatric-treatment/article/solutionfocused-brief-therapy/B8198B18DDEE77F9D39A09FDBCC0CE15)

    [https://positivepsychology.com/miracle-question/](https://positivepsychology.com/miracle-question/)

    [https://thriveworks.com/blog/externalizing-problem-counseling-technique-narrative-therapy/](https://thriveworks.com/blog/externalizing-problem-counseling-technique-narrative-therapy/)

  • [Solved] Treatments for Musculoskeletal & Neurological/Psychological Disorders

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    1. Describe the diagnostic criteria of osteoarthritis versus rheumatoid arthritis 2. Discuss types of headaches and their treatment 3. Discuss types of seizures and treatment 4. Discuss Parkinson's disease, its causes, symptoms, and treatment

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    Assignment Prompt & Instructions

    1. Describe the diagnostic criteria of osteoarthritis versus rheumatoid arthritis
    2. Discuss types of headaches and their treatment
    3. Discuss types of seizures and treatment
    4. Discuss Parkinson's disease, its causes, symptoms, and treatment

  • [Solved] Assigment .Apa seven . All instructions attached.

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    Executive Solution Overview

    **files (2)** – ## Articles.pdf – LiteratureReview.docx **## Articles.pdf** References 1. Aboraya, A., Elswick, D., Berry, J., Chandran, D., Hill, C., Zheng, W., Hustead, J. D., Van Oppen, D., Patel, V., Berzingi, S., Wang, K., Grimes, D., Gallucci, G., Mishra, D., Shrestha, R., Justice, J., Chumbe…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## Articles.pdf

    – LiteratureReview.docx

    **## Articles.pdf**

    References

    1. Aboraya, A., Elswick, D., Berry, J., Chandran, D., Hill, C., Zheng, W., Hustead, J. D.,

    Van Oppen, D., Patel, V., Berzingi, S., Wang, K., Grimes, D., Gallucci, G., Mishra, D.,

    Shrestha, R., Justice, J., Chumber, P., Rizvi, A., Yadava, D., … Hyacinthe, J. (2025).

    Measurement-based care training curriculum in psychiatry residency programs: Four-year

    implementation experience and future directions. Innovations in Clinical Neuroscience,

    22(4–6), 20–26.

    2. Aldis, R., Rosenfeld, L. C., Mulvaney-Day, N., Lanca, M., Zona, K., Lam, J. A., Asfour,

    J., Meltzer, J. C., Leff, H. S., Fulwiler, C., Wang, P., & Progovac, A. M. (2024).

    Determinants of remote measurement-based care uptake in a safety-net outpatient

    psychiatry department. Learning Health Systems, 8(S1), e10416.

    3. Askari, N., Gupta, R., Hussain-Shamsy, N., Barker, L. C., Champagne, T., Lam, R. W.,

    Bishop, K., Pirmohamed, J., Michalowska, M., Shah, V., Katzman, H., Jalan, A.,

    Shanmuganathan, A., Wang, V., & Vigod, S. N. (2025). Electronic measurement-based

    care for perinatal depression and anxiety. BMC Psychiatry, 25(1), 437.

    4. Azizian Kia, S., Wittkampf, L., van Lankeren, J., & Janse, P. (2025). Motives of

    therapists for using routine outcome monitoring. Administration and Policy in Mental

    Health, 52(1), 159–170.

    5. Barkham, M., Broglia, E., & The SCORE Consortium. (2024). Routine outcome

    monitoring and feedback in university mental health services. Counselling and

    Psychotherapy Research, 24(2), 459–471.

    6. Bear, H. A., Dalzell, K., Edbrooke-Childs, J., & Wolpert, M. (2022). Applying behaviour

    change theory to routine outcome monitoring. British Journal of Clinical Psychology,

    61(3), 557–578.

    7. Borgnolo, L. J., McKenna, S., Hickie, I. B., Varidel, M., Turner, A., Gorban, C.,

    LaMonica, H. M., Chong, M. K., Capon, W., Dimitropoulos, G., Battisti, R., Whitwell,

    B., Hamilton, B., Scott, E. M., & Iorfino, F. (2025). Engagement with digital mental

    health technology. Journal of Medical Internet Research, 27(3), e67597.

    8. Bugatti, M., Owen, J., Richardson, Z., Rasmussen, W., & Newton, D. (2024). Therapist

    engagement in measurement-based care. Clinical Psychology & Psychotherapy, 31(1).

    9. Cheung, B. S., Murphy, J. K., Michalak, E. E., Liu, J., Yang, X., Wang, X., Chen, J., &

    Lam, R. W. (2023). Barriers to technology-enhanced MBC for depression. Journal of

    Affective Disorders, 320, 1–6.

    10. Cuperfain, A. B., Hui, K., Berkhout, S. G., Foussias, G., Gratzer, D., Kidd, S. A.,

    Kozloff, N., Kurdyak, P., Linaksita, B., Miranda, D., Soklaridis, S., Voineskos, A. N., &

    Zaheer, J. (2021). Views of measurement-based care in early psychosis. BJPsych Open,

    7(5).

    11. de Beurs, E., Carlier, I., & van Hemert, A. (2022). Patient-reported psychopathology and

    quality of life. Quality of Life Research, 31(5), 1461–1471.

    12. El Hussein, M. T., & Bal, R. (2025). Pharmacotherapy for major depressive disorder.

    Journal for Nurse Practitioners, 21(8), 105458.

    13. Gaine, G. S., Nealis, L. J., Zhou, H., Purdon, S. E., & Abba-Aji, A. (2021). Inpatient

    recovery trajectories using ROM. Psychiatry Research, 302, 114000.

    14. Halford, W. K., & Frost, A. D. J. (2021). Depression Anxiety Stress Scale-10. Behaviour

    Change, 38(4), 221–234.

    15. He, Y., Wang, X., Wang, Z., Zhang, P., Huang, X., Yu, M., Murphy, J., Michalak, E.,

    Liu, J., Yang, T., Yang, X., Fang, Y., Lam, R., & Chen, J. (2024). Standard vs enhanced

    MBC for depression. Neuropsychiatric Disease and Treatment, 20, 1465–1473.

    16. Helldin, L., Mohn, C., Olsson-Tall, M., van Dijk-Härd, I., & Olsson, A. (2024).

    Measurement-based care in schizophrenia. Archives of Psychiatric Nursing, 53, 151–157.

    17. Hoenders, R., Bartels, A., Castelein, S., Visser, E., & Booij, S. (2021). Integrative

    outpatient mental health clinic outcomes. European Psychiatry, 64(S1).

    18. Huffman, L. G., Lawrence-Sidebottom, D., Huberty, J., Roots, M., Roots, K., Parikh, A.,

    Guerra, R., & Weiser, J. (2023). Digital MBC for youth anxiety and depression. JMIR

    Pediatrics and Parenting, 6, e46154.

    19. Ibrahim, H. M., & Jha, M. K. (2023). Measurement-based care for depression.

    Psychiatric Annals, 53(9), 395–399.

    20. Jonášová, K., Čevelíček, M., Doležal, P., & Řiháček, T. (2025). In-session use of ROM.

    Administration and Policy in Mental Health, 52(1), 106–122.

    21. Jones, S. B., Ko, H., Gatto, A. J., Kablinger, A. S., Sharp, H. D., Cooper, L. D., Tenzer,

    M. M., O’Brien, V. C., & McNamara, R. S. (2024). COVID-19 impacts using MBC.

    Journal of Patient-Reported Outcomes, 8(1), 135.

    22. Khau, M., Tabbane, K., Bloom, D., Abadi, S., Villemus, C., Rabinovitch, M., Shah, J. L.,

    Veillette, A., Iyer, S. N., Boksa, P., & Joober, R. (2022). MBC in first-episode psychosis.

    Journal of Psychiatric Research, 150, 8–16.

    23. Korsen, N., & Gerrish, S. (2022). PHQ-9 use in integrated care. Annals of Family

    Medicine, 20(Suppl 1).

    24. Kumar, M., Paz, C., Falkeström, F., & Castonguay, L. (2025). Strengthening systems

    with ROM. JAMA Psychiatry, 82(10), 953–954.

    25. Lam, R. W., Michalak, E. E., Murphy, J. K., et al. (2025). EMBED trial protocol. Cureus,

    17(8), e90395.

    26. Lampis, J., & Rocca, G. (2024). ROM use in Italian public services. Clinical Psychology

    & Psychotherapy, 31(6).

    27. Lewis, C. C., Boyd, M. R., Marti, C. N., & Albright, K. (2022). Mediators of MBC

    implementation. Implementation Science, 17(1).

    28. Lui, J. H. L., Brookman-Frazee, L., Smith, A., Lind, T., Terrones, L., Rodriguez, A.,

    Motamedi, M., Villodas, M., & Lau, A. S. (2022). Implementation facilitation strategies.

    Psychological Services, 19(2), 343–352.

    29. Machleid, F., Michnevich, T., Huang, L., Schröder-Frerkes, L., Wiegmann, C., Muffel,

    T., & Kaminski, J. (2024). Remote measurement-based care. PLOS One, 19(2),

    e0297929.

    30. McCoy, T. H., Castro, V. M., & Perlis, R. H. (2025). Estimating depression severity with

    LLMs. Journal of Affective Disorders, 381, 270–274.

    31. Meyer-Kalos, P., Owens, G., Fisher, M., et al. (2024). Putting MBC into action. BMC

    Psychiatry, 24(1), 871.

    32. Moltu, C., McAleavey, A. A., Helleseth, M. M., Møller, G. H., & Nordberg, S. S. (2021).

    Developing feedback systems. International Journal of Mental Health Systems, 15(1), 43.

    33. Patel, Z. S., Jensen-Doss, A., & Lewis, C. C. (2022). Attitudes toward MBC.

    Administration and Policy in Mental Health, 49(1), 13–28.

    34. Progovac, A. M., Fulwiler, C., Lanca, M., et al. (2025). Remote MBC rollout

    experiences. JMIR Formative Research, 9, e71570.

    35. Roebroek, L., Bruins, J., Roe, D., et al. (2021). Care needs in psychosis. Epidemiology

    and Psychiatric Sciences, 30.

    36. Rush, A. J., Gore-Langton, R. E., Bart, G., et al. (2024). Tools to implement MBC for

    OUD. Addiction Science & Clinical Practice, 19(1), 14.

    37. Sales, C. M. D., Ashworth, M., Ayis, S., et al. (2023). I-PROMs position paper. Journal

    of Clinical Psychology, 79(3), 596–621.

    38. She, Z., Xu, H., Cormier, G., Drapeau, M., & Duncan, B. L. (2024). Culture and face in

    ROM. Psychotherapy Research, 34(3), 311–322.

    39. Smits, H. J. H., Seelen-de Lang, B. L., Penterman, E. J. M., Nijman, H. L. I., &

    Noorthoorn, E. O. (2023). Quality of life outcomes in SMI. Journal of Applied Research

    in Intellectual Disabilities, 36(1), 58–67.

    40. Solstad, S. M., Kleiven, G. S., Castonguay, L. G., & Moltu, C. (2021). Clinical dilemmas

    of ROM. Psychotherapy Research, 31(2), 200–210.

    41. Solstad, S. M., Kleiven, G. S., & Moltu, C. (2021). Complexity of clinical feedback.

    Quality of Life Research, 30(11), 3117–3125.

    42. Timman, R., & Arrindell, W. A. (2022). SCL-3/7 for ROM. Acta Psychiatrica

    Scandinavica, 145(4), 397–411.

    43. Valdiviezo-Oña, J., Montesano, A., Evans, C., & Paz, C. (2023). Practice-based evidence

    via ROM. BMJ Open, 13, e071875.

    44. Van Wert, M. J., Malik, M., Memel, B., Moore, R., Buccino, D., Hackerman, F., Kumari,

    S., Everett, A., & Narrow, W. (2021). Barriers to ROM integration. Journal of Evaluation

    in Clinical Practice, 27(4), 767–775.

    45. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A., &

    Tiemens, B. G. (2023). Clinician-focused MBC strategies. BMC Health Services

    Research, 23(1), 326.

    46. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A.,

    Kleinjan, M., & Tiemens, B. G. (2021). ROM feedback challenges. Child & Youth Care

    Forum, 50(2), 307–332.

    47. Victor, S. E., Salk, R. H., Porta, G., et al. (2023). Measurement-based care for suicidal

    youth. PLOS One, 18(4), e0284073.

    48. Wiebe, D. E., Remers, S., Nippak, P., & Meyer, J. (2021). Online ROM system

    evaluation. JMIR Mental Health, 8(12), e29243.

    49. Williams, N. J., Ehrhart, M. G., Aarons, G. A., et al. (2024). Organizational climate and

    MBC. Implementation Science, 19(1), 29.

    50. Woodard, G. S., Lane, E., Ehrenreich-May, J., Ginsburg, G. S., & Jensen-Doss, A.

    (2025). Predictors of MBC fidelity. Journal of Clinical Child & Adolescent Psychology,

    54(3), 346–357.

    51. Zavaglia, E., Joober, R., Iyer, S. N., et al. (2025). Digital MBC in early psychosis.

    Schizophrenia Research, 282, 141–149.

    52. Zhou, J., Wang, X., Yang, J., Zhu, X., Xiao, L., Feng, L., & Wang, G. (2022).

    Optimization of MBC for depression. Trials, 23(1), 367.

    53. Progovac, A. M., Fulwiler, C., Lanca, M., Wang, D., Zona, K., Mulvaney-Day, N., Aldis,

    R., Leff, H. S., Wang, P., & Rosenfeld, L. C. (2025). Provider experiences with RMBC

    rollout. JMIR Formative Research, 9, e71570.

    54. Rush, A. J., Trivedi, M. H., Wisniewski, S. R., et al. (2006). Acute and longer-term

    outcomes in STAR*D. American Journal of Psychiatry, 163(11), 1905–1917.

    55. Zimmerman, M., McGlinchey, J. B., Posternak, M. A., Friedman, M., Boerescu, D., &

    Attiullah, N. (2008). How should remission be defined using the PHQ-9? Journal of

    Clinical Psychiatry, 69(12), 1856–1861.

    56. Kroenke, K., Spitzer, R. L., & Williams, J. B. W. (2001). The PHQ-9. Journal of General

    Internal Medicine, 16(9), 606–613.

    57. Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe, B. (2006). The GAD-7.

    Archives of Internal Medicine, 166(10), 1092–1097.

    58. Fortney, J. C., Unützer, J., Wrenn, G., Pyne, J. M., Smith, G. R., Schoenbaum, M., &

    Harbin, H. T. (2017). A tipping point for MBC. Psychiatric Services, 68(2), 179–188.

    59. Lewis, C. C., Fischer, S., Weiner, B. J., Stanick, C., Kim, M., & Martinez, R. G. (2015).

    Outcomes for implementation science. Implementation Science, 10, 1–13.

    60. Zimmerman, M., & Mattia, J. I. (2001). Psychiatric diagnosis in clinical practice.

    American Journal of Psychiatry, 158(4), 589–595.

    **LiteratureReview.docx**

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    **LiteratureReview.docx**

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    **## Articles.pdf**

    References

    1. Aboraya, A., Elswick, D., Berry, J., Chandran, D., Hill, C., Zheng, W., Hustead, J. D.,

    Van Oppen, D., Patel, V., Berzingi, S., Wang, K., Grimes, D., Gallucci, G., Mishra, D.,

    Shrestha, R., Justice, J., Chumber, P., Rizvi, A., Yadava, D., … Hyacinthe, J. (2025).

    Measurement-based care training curriculum in psychiatry residency programs: Four-year

    implementation experience and future directions. Innovations in Clinical Neuroscience,

    22(4–6), 20–26.

    2. Aldis, R., Rosenfeld, L. C., Mulvaney-Day, N., Lanca, M., Zona, K., Lam, J. A., Asfour,

    J., Meltzer, J. C., Leff, H. S., Fulwiler, C., Wang, P., & Progovac, A. M. (2024).

    Determinants of remote measurement-based care uptake in a safety-net outpatient

    psychiatry department. Learning Health Systems, 8(S1), e10416.

    3. Askari, N., Gupta, R., Hussain-Shamsy, N., Barker, L. C., Champagne, T., Lam, R. W.,

    Bishop, K., Pirmohamed, J., Michalowska, M., Shah, V., Katzman, H., Jalan, A.,

    Shanmuganathan, A., Wang, V., & Vigod, S. N. (2025). Electronic measurement-based

    care for perinatal depression and anxiety. BMC Psychiatry, 25(1), 437.

    4. Azizian Kia, S., Wittkampf, L., van Lankeren, J., & Janse, P. (2025). Motives of

    therapists for using routine outcome monitoring. Administration and Policy in Mental

    Health, 52(1), 159–170.

    5. Barkham, M., Broglia, E., & The SCORE Consortium. (2024). Routine outcome

    monitoring and feedback in university mental health services. Counselling and

    Psychotherapy Research, 24(2), 459–471.

    6. Bear, H. A., Dalzell, K., Edbrooke-Childs, J., & Wolpert, M. (2022). Applying behaviour

    change theory to routine outcome monitoring. British Journal of Clinical Psychology,

    61(3), 557–578.

    7. Borgnolo, L. J., McKenna, S., Hickie, I. B., Varidel, M., Turner, A., Gorban, C.,

    LaMonica, H. M., Chong, M. K., Capon, W., Dimitropoulos, G., Battisti, R., Whitwell,

    B., Hamilton, B., Scott, E. M., & Iorfino, F. (2025). Engagement with digital mental

    health technology. Journal of Medical Internet Research, 27(3), e67597.

    8. Bugatti, M., Owen, J., Richardson, Z., Rasmussen, W., & Newton, D. (2024). Therapist

    engagement in measurement-based care. Clinical Psychology & Psychotherapy, 31(1).

    9. Cheung, B. S., Murphy, J. K., Michalak, E. E., Liu, J., Yang, X., Wang, X., Chen, J., &

    Lam, R. W. (2023). Barriers to technology-enhanced MBC for depression. Journal of

    Affective Disorders, 320, 1–6.

    10. Cuperfain, A. B., Hui, K., Berkhout, S. G., Foussias, G., Gratzer, D., Kidd, S. A.,

    Kozloff, N., Kurdyak, P., Linaksita, B., Miranda, D., Soklaridis, S., Voineskos, A. N., &

    Zaheer, J. (2021). Views of measurement-based care in early psychosis. BJPsych Open,

    7(5).

    11. de Beurs, E., Carlier, I., & van Hemert, A. (2022). Patient-reported psychopathology and

    quality of life. Quality of Life Research, 31(5), 1461–1471.

    12. El Hussein, M. T., & Bal, R. (2025). Pharmacotherapy for major depressive disorder.

    Journal for Nurse Practitioners, 21(8), 105458.

    13. Gaine, G. S., Nealis, L. J., Zhou, H., Purdon, S. E., & Abba-Aji, A. (2021). Inpatient

    recovery trajectories using ROM. Psychiatry Research, 302, 114000.

    14. Halford, W. K., & Frost, A. D. J. (2021). Depression Anxiety Stress Scale-10. Behaviour

    Change, 38(4), 221–234.

    15. He, Y., Wang, X., Wang, Z., Zhang, P., Huang, X., Yu, M., Murphy, J., Michalak, E.,

    Liu, J., Yang, T., Yang, X., Fang, Y., Lam, R., & Chen, J. (2024). Standard vs enhanced

    MBC for depression. Neuropsychiatric Disease and Treatment, 20, 1465–1473.

    16. Helldin, L., Mohn, C., Olsson-Tall, M., van Dijk-Härd, I., & Olsson, A. (2024).

    Measurement-based care in schizophrenia. Archives of Psychiatric Nursing, 53, 151–157.

    17. Hoenders, R., Bartels, A., Castelein, S., Visser, E., & Booij, S. (2021). Integrative

    outpatient mental health clinic outcomes. European Psychiatry, 64(S1).

    18. Huffman, L. G., Lawrence-Sidebottom, D., Huberty, J., Roots, M., Roots, K., Parikh, A.,

    Guerra, R., & Weiser, J. (2023). Digital MBC for youth anxiety and depression. JMIR

    Pediatrics and Parenting, 6, e46154.

    19. Ibrahim, H. M., & Jha, M. K. (2023). Measurement-based care for depression.

    Psychiatric Annals, 53(9), 395–399.

    20. Jonášová, K., Čevelíček, M., Doležal, P., & Řiháček, T. (2025). In-session use of ROM.

    Administration and Policy in Mental Health, 52(1), 106–122.

    21. Jones, S. B., Ko, H., Gatto, A. J., Kablinger, A. S., Sharp, H. D., Cooper, L. D., Tenzer,

    M. M., O’Brien, V. C., & McNamara, R. S. (2024). COVID-19 impacts using MBC.

    Journal of Patient-Reported Outcomes, 8(1), 135.

    22. Khau, M., Tabbane, K., Bloom, D., Abadi, S., Villemus, C., Rabinovitch, M., Shah, J. L.,

    Veillette, A., Iyer, S. N., Boksa, P., & Joober, R. (2022). MBC in first-episode psychosis.

    Journal of Psychiatric Research, 150, 8–16.

    23. Korsen, N., & Gerrish, S. (2022). PHQ-9 use in integrated care. Annals of Family

    Medicine, 20(Suppl 1).

    24. Kumar, M., Paz, C., Falkeström, F., & Castonguay, L. (2025). Strengthening systems

    with ROM. JAMA Psychiatry, 82(10), 953–954.

    25. Lam, R. W., Michalak, E. E., Murphy, J. K., et al. (2025). EMBED trial protocol. Cureus,

    17(8), e90395.

    26. Lampis, J., & Rocca, G. (2024). ROM use in Italian public services. Clinical Psychology

    & Psychotherapy, 31(6).

    27. Lewis, C. C., Boyd, M. R., Marti, C. N., & Albright, K. (2022). Mediators of MBC

    implementation. Implementation Science, 17(1).

    28. Lui, J. H. L., Brookman-Frazee, L., Smith, A., Lind, T., Terrones, L., Rodriguez, A.,

    Motamedi, M., Villodas, M., & Lau, A. S. (2022). Implementation facilitation strategies.

    Psychological Services, 19(2), 343–352.

    29. Machleid, F., Michnevich, T., Huang, L., Schröder-Frerkes, L., Wiegmann, C., Muffel,

    T., & Kaminski, J. (2024). Remote measurement-based care. PLOS One, 19(2),

    e0297929.

    30. McCoy, T. H., Castro, V. M., & Perlis, R. H. (2025). Estimating depression severity with

    LLMs. Journal of Affective Disorders, 381, 270–274.

    31. Meyer-Kalos, P., Owens, G., Fisher, M., et al. (2024). Putting MBC into action. BMC

    Psychiatry, 24(1), 871.

    32. Moltu, C., McAleavey, A. A., Helleseth, M. M., Møller, G. H., & Nordberg, S. S. (2021).

    Developing feedback systems. International Journal of Mental Health Systems, 15(1), 43.

    33. Patel, Z. S., Jensen-Doss, A., & Lewis, C. C. (2022). Attitudes toward MBC.

    Administration and Policy in Mental Health, 49(1), 13–28.

    34. Progovac, A. M., Fulwiler, C., Lanca, M., et al. (2025). Remote MBC rollout

    experiences. JMIR Formative Research, 9, e71570.

    35. Roebroek, L., Bruins, J., Roe, D., et al. (2021). Care needs in psychosis. Epidemiology

    and Psychiatric Sciences, 30.

    36. Rush, A. J., Gore-Langton, R. E., Bart, G., et al. (2024). Tools to implement MBC for

    OUD. Addiction Science & Clinical Practice, 19(1), 14.

    37. Sales, C. M. D., Ashworth, M., Ayis, S., et al. (2023). I-PROMs position paper. Journal

    of Clinical Psychology, 79(3), 596–621.

    38. She, Z., Xu, H., Cormier, G., Drapeau, M., & Duncan, B. L. (2024). Culture and face in

    ROM. Psychotherapy Research, 34(3), 311–322.

    39. Smits, H. J. H., Seelen-de Lang, B. L., Penterman, E. J. M., Nijman, H. L. I., &

    Noorthoorn, E. O. (2023). Quality of life outcomes in SMI. Journal of Applied Research

    in Intellectual Disabilities, 36(1), 58–67.

    40. Solstad, S. M., Kleiven, G. S., Castonguay, L. G., & Moltu, C. (2021). Clinical dilemmas

    of ROM. Psychotherapy Research, 31(2), 200–210.

    41. Solstad, S. M., Kleiven, G. S., & Moltu, C. (2021). Complexity of clinical feedback.

    Quality of Life Research, 30(11), 3117–3125.

    42. Timman, R., & Arrindell, W. A. (2022). SCL-3/7 for ROM. Acta Psychiatrica

    Scandinavica, 145(4), 397–411.

    43. Valdiviezo-Oña, J., Montesano, A., Evans, C., & Paz, C. (2023). Practice-based evidence

    via ROM. BMJ Open, 13, e071875.

    44. Van Wert, M. J., Malik, M., Memel, B., Moore, R., Buccino, D., Hackerman, F., Kumari,

    S., Everett, A., & Narrow, W. (2021). Barriers to ROM integration. Journal of Evaluation

    in Clinical Practice, 27(4), 767–775.

    45. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A., &

    Tiemens, B. G. (2023). Clinician-focused MBC strategies. BMC Health Services

    Research, 23(1), 326.

    46. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A.,

    Kleinjan, M., & Tiemens, B. G. (2021). ROM feedback challenges. Child & Youth Care

    Forum, 50(2), 307–332.

    47. Victor, S. E., Salk, R. H., Porta, G., et al. (2023). Measurement-based care for suicidal

    youth. PLOS One, 18(4), e0284073.

    48. Wiebe, D. E., Remers, S., Nippak, P., & Meyer, J. (2021). Online ROM system

    evaluation. JMIR Mental Health, 8(12), e29243.

    49. Williams, N. J., Ehrhart, M. G., Aarons, G. A., et al. (2024). Organizational climate and

    MBC. Implementation Science, 19(1), 29.

    50. Woodard, G. S., Lane, E., Ehrenreich-May, J., Ginsburg, G. S., & Jensen-Doss, A.

    (2025). Predictors of MBC fidelity. Journal of Clinical Child & Adolescent Psychology,

    54(3), 346–357.

    51. Zavaglia, E., Joober, R., Iyer, S. N., et al. (2025). Digital MBC in early psychosis.

    Schizophrenia Research, 282, 141–149.

    52. Zhou, J., Wang, X., Yang, J., Zhu, X., Xiao, L., Feng, L., & Wang, G. (2022).

    Optimization of MBC for depression. Trials, 23(1), 367.

    53. Progovac, A. M., Fulwiler, C., Lanca, M., Wang, D., Zona, K., Mulvaney-Day, N., Aldis,

    R., Leff, H. S., Wang, P., & Rosenfeld, L. C. (2025). Provider experiences with RMBC

    rollout. JMIR Formative Research, 9, e71570.

    54. Rush, A. J., Trivedi, M. H., Wisniewski, S. R., et al. (2006). Acute and longer-term

    outcomes in STAR*D. American Journal of Psychiatry, 163(11), 1905–1917.

    55. Zimmerman, M., McGlinchey, J. B., Posternak, M. A., Friedman, M., Boerescu, D., &

    Attiullah, N. (2008). How should remission be defined using the PHQ-9? Journal of

    Clinical Psychiatry, 69(12), 1856–1861.

    56. Kroenke, K., Spitzer, R. L., & Williams, J. B. W. (2001). The PHQ-9. Journal of General

    Internal Medicine, 16(9), 606–613.

    57. Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe, B. (2006). The GAD-7.

    Archives of Internal Medicine, 166(10), 1092–1097.

    58. Fortney, J. C., Unützer, J., Wrenn, G., Pyne, J. M., Smith, G. R., Schoenbaum, M., &

    Harbin, H. T. (2017). A tipping point for MBC. Psychiatric Services, 68(2), 179–188.

    59. Lewis, C. C., Fischer, S., Weiner, B. J., Stanick, C., Kim, M., & Martinez, R. G. (2015).

    Outcomes for implementation science. Implementation Science, 10, 1–13.

    60. Zimmerman, M., & Mattia, J. I. (2001). Psychiatric diagnosis in clinical practice.

    American Journal of Psychiatry, 158(4), 589–595.

    **LiteratureReview.docx**

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    **## Articles.pdf**

    References

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    19. Ibrahim, H. M., & Jha, M. K. (2023). Measurement-based care for depression.

    Psychiatric Annals, 53(9), 395–399.

    20. Jonášová, K., Čevelíček, M., Doležal, P., & Řiháček, T. (2025). In-session use of ROM.

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    21. Jones, S. B., Ko, H., Gatto, A. J., Kablinger, A. S., Sharp, H. D., Cooper, L. D., Tenzer,

    M. M., O’Brien, V. C., & McNamara, R. S. (2024). COVID-19 impacts using MBC.

    Journal of Patient-Reported Outcomes, 8(1), 135.

    22. Khau, M., Tabbane, K., Bloom, D., Abadi, S., Villemus, C., Rabinovitch, M., Shah, J. L.,

    Veillette, A., Iyer, S. N., Boksa, P., & Joober, R. (2022). MBC in first-episode psychosis.

    Journal of Psychiatric Research, 150, 8–16.

    23. Korsen, N., & Gerrish, S. (2022). PHQ-9 use in integrated care. Annals of Family

    Medicine, 20(Suppl 1).

    24. Kumar, M., Paz, C., Falkeström, F., & Castonguay, L. (2025). Strengthening systems

    with ROM. JAMA Psychiatry, 82(10), 953–954.

    25. Lam, R. W., Michalak, E. E., Murphy, J. K., et al. (2025). EMBED trial protocol. Cureus,

    17(8), e90395.

    26. Lampis, J., & Rocca, G. (2024). ROM use in Italian public services. Clinical Psychology

    & Psychotherapy, 31(6).

    27. Lewis, C. C., Boyd, M. R., Marti, C. N., & Albright, K. (2022). Mediators of MBC

    implementation. Implementation Science, 17(1).

    28. Lui, J. H. L., Brookman-Frazee, L., Smith, A., Lind, T., Terrones, L., Rodriguez, A.,

    Motamedi, M., Villodas, M., & Lau, A. S. (2022). Implementation facilitation strategies.

    Psychological Services, 19(2), 343–352.

    29. Machleid, F., Michnevich, T., Huang, L., Schröder-Frerkes, L., Wiegmann, C., Muffel,

    T., & Kaminski, J. (2024). Remote measurement-based care. PLOS One, 19(2),

    e0297929.

    30. McCoy, T. H., Castro, V. M., & Perlis, R. H. (2025). Estimating depression severity with

    LLMs. Journal of Affective Disorders, 381, 270–274.

    31. Meyer-Kalos, P., Owens, G., Fisher, M., et al. (2024). Putting MBC into action. BMC

    Psychiatry, 24(1), 871.

    32. Moltu, C., McAleavey, A. A., Helleseth, M. M., Møller, G. H., & Nordberg, S. S. (2021).

    Developing feedback systems. International Journal of Mental Health Systems, 15(1), 43.

    33. Patel, Z. S., Jensen-Doss, A., & Lewis, C. C. (2022). Attitudes toward MBC.

    Administration and Policy in Mental Health, 49(1), 13–28.

    34. Progovac, A. M., Fulwiler, C., Lanca, M., et al. (2025). Remote MBC rollout

    experiences. JMIR Formative Research, 9, e71570.

    35. Roebroek, L., Bruins, J., Roe, D., et al. (2021). Care needs in psychosis. Epidemiology

    and Psychiatric Sciences, 30.

    36. Rush, A. J., Gore-Langton, R. E., Bart, G., et al. (2024). Tools to implement MBC for

    OUD. Addiction Science & Clinical Practice, 19(1), 14.

    37. Sales, C. M. D., Ashworth, M., Ayis, S., et al. (2023). I-PROMs position paper. Journal

    of Clinical Psychology, 79(3), 596–621.

    38. She, Z., Xu, H., Cormier, G., Drapeau, M., & Duncan, B. L. (2024). Culture and face in

    ROM. Psychotherapy Research, 34(3), 311–322.

    39. Smits, H. J. H., Seelen-de Lang, B. L., Penterman, E. J. M., Nijman, H. L. I., &

    Noorthoorn, E. O. (2023). Quality of life outcomes in SMI. Journal of Applied Research

    in Intellectual Disabilities, 36(1), 58–67.

    40. Solstad, S. M., Kleiven, G. S., Castonguay, L. G., & Moltu, C. (2021). Clinical dilemmas

    of ROM. Psychotherapy Research, 31(2), 200–210.

    41. Solstad, S. M., Kleiven, G. S., & Moltu, C. (2021). Complexity of clinical feedback.

    Quality of Life Research, 30(11), 3117–3125.

    42. Timman, R., & Arrindell, W. A. (2022). SCL-3/7 for ROM. Acta Psychiatrica

    Scandinavica, 145(4), 397–411.

    43. Valdiviezo-Oña, J., Montesano, A., Evans, C., & Paz, C. (2023). Practice-based evidence

    via ROM. BMJ Open, 13, e071875.

    44. Van Wert, M. J., Malik, M., Memel, B., Moore, R., Buccino, D., Hackerman, F., Kumari,

    S., Everett, A., & Narrow, W. (2021). Barriers to ROM integration. Journal of Evaluation

    in Clinical Practice, 27(4), 767–775.

    45. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A., &

    Tiemens, B. G. (2023). Clinician-focused MBC strategies. BMC Health Services

    Research, 23(1), 326.

    46. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A.,

    Kleinjan, M., & Tiemens, B. G. (2021). ROM feedback challenges. Child & Youth Care

    Forum, 50(2), 307–332.

    47. Victor, S. E., Salk, R. H., Porta, G., et al. (2023). Measurement-based care for suicidal

    youth. PLOS One, 18(4), e0284073.

    48. Wiebe, D. E., Remers, S., Nippak, P., & Meyer, J. (2021). Online ROM system

    evaluation. JMIR Mental Health, 8(12), e29243.

    49. Williams, N. J., Ehrhart, M. G., Aarons, G. A., et al. (2024). Organizational climate and

    MBC. Implementation Science, 19(1), 29.

    50. Woodard, G. S., Lane, E., Ehrenreich-May, J., Ginsburg, G. S., & Jensen-Doss, A.

    (2025). Predictors of MBC fidelity. Journal of Clinical Child & Adolescent Psychology,

    54(3), 346–357.

    51. Zavaglia, E., Joober, R., Iyer, S. N., et al. (2025). Digital MBC in early psychosis.

    Schizophrenia Research, 282, 141–149.

    52. Zhou, J., Wang, X., Yang, J., Zhu, X., Xiao, L., Feng, L., & Wang, G. (2022).

    Optimization of MBC for depression. Trials, 23(1), 367.

    53. Progovac, A. M., Fulwiler, C., Lanca, M., Wang, D., Zona, K., Mulvaney-Day, N., Aldis,

    R., Leff, H. S., Wang, P., & Rosenfeld, L. C. (2025). Provider experiences with RMBC

    rollout. JMIR Formative Research, 9, e71570.

    54. Rush, A. J., Trivedi, M. H., Wisniewski, S. R., et al. (2006). Acute and longer-term

    outcomes in STAR*D. American Journal of Psychiatry, 163(11), 1905–1917.

    55. Zimmerman, M., McGlinchey, J. B., Posternak, M. A., Friedman, M., Boerescu, D., &

    Attiullah, N. (2008). How should remission be defined using the PHQ-9? Journal of

    Clinical Psychiatry, 69(12), 1856–1861.

    56. Kroenke, K., Spitzer, R. L., & Williams, J. B. W. (2001). The PHQ-9. Journal of General

    Internal Medicine, 16(9), 606–613.

    57. Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe, B. (2006). The GAD-7.

    Archives of Internal Medicine, 166(10), 1092–1097.

    58. Fortney, J. C., Unützer, J., Wrenn, G., Pyne, J. M., Smith, G. R., Schoenbaum, M., &

    Harbin, H. T. (2017). A tipping point for MBC. Psychiatric Services, 68(2), 179–188.

    59. Lewis, C. C., Fischer, S., Weiner, B. J., Stanick, C., Kim, M., & Martinez, R. G. (2015).

    Outcomes for implementation science. Implementation Science, 10, 1–13.

    60. Zimmerman, M., & Mattia, J. I. (2001). Psychiatric diagnosis in clinical practice.

    American Journal of Psychiatry, 158(4), 589–595.

    **LiteratureReview.docx**

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    respond to the 2 people in the attached

    **Respond** to **at least two** colleagues on **two different days** in one or more of the following ways:

    – Ask a probing question, substantiated with additional background information, evidence, or research.
    – Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) See attached. **files (3)** – ## DiscussionAssignmentInstructions.doc – ## DiscussionThreadWK5.docx – ## CourtneyMorrisWK5.docx **## DiscussionAssignmentInstructions.doc** [removed] **## DiscussionThreadWK5.docx** **Discussi…

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    [removed]

    **## DiscussionThreadWK5.docx**

    **Discussion Thread: Investigating Violent Crime**

    A convenience store is robbed by a white male approximately 21 years old who was wearing a Liberty University baseball cap and t-shirt. The victim cashier’s description is consistent with the store’s poor quality security camera image. The store’s security camera image does not add or detract anything from the victim’s statement.

    Two days after the robbery, a local police officer observed a vehicle in the vicinity of the convenience store which displayed a Liberty University student parking sticker. The officer stopped the vehicle and asked the student to produce a driver’s license. The student’s physical description and clothing matched that of the robber. The student claimed that he was shooting “hoops” alone on Liberty University's campus at the time of the robbery. After identifying the driver as John Smith, the patrol officer released the driver. A photograph of John Smith was obtained and entered into a photo array that was shown to the victim cashier. The victim cashier identified Smith as the robber.

    Solely based on the fact pattern of this fictional incident, please provide an answer and an explanation of your answer to the following question. Your answer must not incorporate any additional information to the fact pattern, but it may incorporate references to case law. Do you believe law enforcement has probable cause to obtain an arrest warrant for Smith? Integrate a Christian worldview perspective to support your discussion.

    **## CourtneyMorrisWK5.docx**

    Courtney Morris

    In this situation, the main question is whether police have enough probable cause to get an arrest warrant for John Smith. The Constitution says probable cause exists if, considering all the facts, reliable information would make a reasonable person believe the suspect committed the crime (Illinois v. Gates, 1983). Probable cause does not require proof beyond a reasonable doubt; it only needs a fair chance that the person committed the crime.

    In this case, the cashier described the robber, and that description matched what was seen in the store’s security footage. The footage was low quality, so it did not make the victim’s account stronger or weaker, but it did not contradict it. Two days later, an officer saw Smith near the scene of the crime. Smith looked like the suspect and wore similar clothes, and he had a Liberty University parking sticker. Most importantly, the victim picked Smith out of a photo lineup. Courts have said that a victim’s identification, as long as it is not suggestive and is considered with all the facts, can be enough for probable cause (Neil v. Biggers, 1972).

    Research shows that eyewitness testimony can be affected by different factors that influence how reliable it is. For example, Maras et al. (2026) point out that how jurors see and understand testimony can change its impact, so it is important to have good procedures in place. Still, just because mistakes are possible does not mean there is no probable cause, as long as the identification process was proper. In this case, there is no sign that the photo lineup was suggestive or violated any rights.

    From a Christian perspective, Romans 13:1–4 teaches that civil authorities are meant to promote justice and prevent wrongdoing. This means police have both a legal and moral responsibility to act when there is credible evidence. At the same time, the Bible calls for fairness and impartiality (Proverbs 18:5). Asking a judge for an arrest warrant shows respect for due process and fits with biblical values of justice and fairness.

    Based on the facts given, the positive eyewitness identification, along with matching descriptions and Smith’s presence near the scene, likely gives police enough probable cause to get an arrest warrant under the totality-of-the-circumstances standard.

    **## CourtneyMorrisWK5.docx**

    Courtney Morris

    In this situation, the main question is whether police have enough probable cause to get an arrest warrant for John Smith. The Constitution says probable cause exists if, considering all the facts, reliable information would make a reasonable person believe the suspect committed the crime (Illinois v. Gates, 1983). Probable cause does not require proof beyond a reasonable doubt; it only needs a fair chance that the person committed the crime.

    In this case, the cashier described the robber, and that description matched what was seen in the store’s security footage. The footage was low quality, so it did not make the victim’s account stronger or weaker, but it did not contradict it. Two days later, an officer saw Smith near the scene of the crime. Smith looked like the suspect and wore similar clothes, and he had a Liberty University parking sticker. Most importantly, the victim picked Smith out of a photo lineup. Courts have said that a victim’s identification, as long as it is not suggestive and is considered with all the facts, can be enough for probable cause (Neil v. Biggers, 1972).

    Research shows that eyewitness testimony can be affected by different factors that influence how reliable it is. For example, Maras et al. (2026) point out that how jurors see and understand testimony can change its impact, so it is important to have good procedures in place. Still, just because mistakes are possible does not mean there is no probable cause, as long as the identification process was proper. In this case, there is no sign that the photo lineup was suggestive or violated any rights.

    From a Christian perspective, Romans 13:1–4 teaches that civil authorities are meant to promote justice and prevent wrongdoing. This means police have both a legal and moral responsibility to act when there is credible evidence. At the same time, the Bible calls for fairness and impartiality (Proverbs 18:5). Asking a judge for an arrest warrant shows respect for due process and fits with biblical values of justice and fairness.

    Based on the facts given, the positive eyewitness identification, along with matching descriptions and Smith’s presence near the scene, likely gives police enough probable cause to get an arrest warrant under the totality-of-the-circumstances standard.

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## DiscussionThreadWK5.docx**

    **Discussion Thread: Investigating Violent Crime**

    A convenience store is robbed by a white male approximately 21 years old who was wearing a Liberty University baseball cap and t-shirt. The victim cashier’s description is consistent with the store’s poor quality security camera image. The store’s security camera image does not add or detract anything from the victim’s statement.

    Two days after the robbery, a local police officer observed a vehicle in the vicinity of the convenience store which displayed a Liberty University student parking sticker. The officer stopped the vehicle and asked the student to produce a driver’s license. The student’s physical description and clothing matched that of the robber. The student claimed that he was shooting “hoops” alone on Liberty University's campus at the time of the robbery. After identifying the driver as John Smith, the patrol officer released the driver. A photograph of John Smith was obtained and entered into a photo array that was shown to the victim cashier. The victim cashier identified Smith as the robber.

    Solely based on the fact pattern of this fictional incident, please provide an answer and an explanation of your answer to the following question. Your answer must not incorporate any additional information to the fact pattern, but it may incorporate references to case law. Do you believe law enforcement has probable cause to obtain an arrest warrant for Smith? Integrate a Christian worldview perspective to support your discussion.

    **## CourtneyMorrisWK5.docx**

    Courtney Morris

    In this situation, the main question is whether police have enough probable cause to get an arrest warrant for John Smith. The Constitution says probable cause exists if, considering all the facts, reliable information would make a reasonable person believe the suspect committed the crime (Illinois v. Gates, 1983). Probable cause does not require proof beyond a reasonable doubt; it only needs a fair chance that the person committed the crime.

    In this case, the cashier described the robber, and that description matched what was seen in the store’s security footage. The footage was low quality, so it did not make the victim’s account stronger or weaker, but it did not contradict it. Two days later, an officer saw Smith near the scene of the crime. Smith looked like the suspect and wore similar clothes, and he had a Liberty University parking sticker. Most importantly, the victim picked Smith out of a photo lineup. Courts have said that a victim’s identification, as long as it is not suggestive and is considered with all the facts, can be enough for probable cause (Neil v. Biggers, 1972).

    Research shows that eyewitness testimony can be affected by different factors that influence how reliable it is. For example, Maras et al. (2026) point out that how jurors see and understand testimony can change its impact, so it is important to have good procedures in place. Still, just because mistakes are possible does not mean there is no probable cause, as long as the identification process was proper. In this case, there is no sign that the photo lineup was suggestive or violated any rights.

    From a Christian perspective, Romans 13:1–4 teaches that civil authorities are meant to promote justice and prevent wrongdoing. This means police have both a legal and moral responsibility to act when there is credible evidence. At the same time, the Bible calls for fairness and impartiality (Proverbs 18:5). Asking a judge for an arrest warrant shows respect for due process and fits with biblical values of justice and fairness.

    Based on the facts given, the positive eyewitness identification, along with matching descriptions and Smith’s presence near the scene, likely gives police enough probable cause to get an arrest warrant under the totality-of-the-circumstances standard.

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## DiscussionThreadWK5.docx**

    **Discussion Thread: Investigating Violent Crime**

    A convenience store is robbed by a white male approximately 21 years old who was wearing a Liberty University baseball cap and t-shirt. The victim cashier’s description is consistent with the store’s poor quality security camera image. The store’s security camera image does not add or detract anything from the victim’s statement.

    Two days after the robbery, a local police officer observed a vehicle in the vicinity of the convenience store which displayed a Liberty University student parking sticker. The officer stopped the vehicle and asked the student to produce a driver’s license. The student’s physical description and clothing matched that of the robber. The student claimed that he was shooting “hoops” alone on Liberty University's campus at the time of the robbery. After identifying the driver as John Smith, the patrol officer released the driver. A photograph of John Smith was obtained and entered into a photo array that was shown to the victim cashier. The victim cashier identified Smith as the robber.

    Solely based on the fact pattern of this fictional incident, please provide an answer and an explanation of your answer to the following question. Your answer must not incorporate any additional information to the fact pattern, but it may incorporate references to case law. Do you believe law enforcement has probable cause to obtain an arrest warrant for Smith? Integrate a Christian worldview perspective to support your discussion.

    **## CourtneyMorrisWK5.docx**

    Courtney Morris

    In this situation, the main question is whether police have enough probable cause to get an arrest warrant for John Smith. The Constitution says probable cause exists if, considering all the facts, reliable information would make a reasonable person believe the suspect committed the crime (Illinois v. Gates, 1983). Probable cause does not require proof beyond a reasonable doubt; it only needs a fair chance that the person committed the crime.

    In this case, the cashier described the robber, and that description matched what was seen in the store’s security footage. The footage was low quality, so it did not make the victim’s account stronger or weaker, but it did not contradict it. Two days later, an officer saw Smith near the scene of the crime. Smith looked like the suspect and wore similar clothes, and he had a Liberty University parking sticker. Most importantly, the victim picked Smith out of a photo lineup. Courts have said that a victim’s identification, as long as it is not suggestive and is considered with all the facts, can be enough for probable cause (Neil v. Biggers, 1972).

    Research shows that eyewitness testimony can be affected by different factors that influence how reliable it is. For example, Maras et al. (2026) point out that how jurors see and understand testimony can change its impact, so it is important to have good procedures in place. Still, just because mistakes are possible does not mean there is no probable cause, as long as the identification process was proper. In this case, there is no sign that the photo lineup was suggestive or violated any rights.

    From a Christian perspective, Romans 13:1–4 teaches that civil authorities are meant to promote justice and prevent wrongdoing. This means police have both a legal and moral responsibility to act when there is credible evidence. At the same time, the Bible calls for fairness and impartiality (Proverbs 18:5). Asking a judge for an arrest warrant shows respect for due process and fits with biblical values of justice and fairness.

    Based on the facts given, the positive eyewitness identification, along with matching descriptions and Smith’s presence near the scene, likely gives police enough probable cause to get an arrest warrant under the totality-of-the-circumstances standard.

  • [Solved] CJ 406 Project Three

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file below. **files (2)** – ## CJ406ProjectThreeTemplate.pptx – ## ProjectThreeGuidelinesandRubric.html2.zip **## CJ406ProjectThreeTemplate.pptx** The Case of [Insert Case Title] and the Media By: [Y…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Please see the attached file below.

    **files (2)**

    – ## CJ406ProjectThreeTemplate.pptx

    – ## ProjectThreeGuidelinesandRubric.html2.zip

    **## CJ406ProjectThreeTemplate.pptx**

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    **## ProjectThreeGuidelinesandRubric.html2.zip**

    ## Project Three Guidelines and Rubric.html

    ## CJ 406 Project Three Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze the influence of the media on the field of criminal justice

    ### Scenario

    Responsible reporting and fact checking are at the heart of being a journalist. However, understanding key concepts of criminal cases provides insights that can assist to enhance reporting. To cultivate fundamental knowledge about an array of professions that intersect with various media platforms, a local school of journalism created a 2-day professional workshop for licensed and aspiring journalists. As the Public Information Officer (PIO) for a large police department, you have been invited to present this workshop to the journalists. Your presentation will incorporate a review of a court case that was covered by the media. You will review how the media covered key concepts in the case and if the media’s reporting had an impact on the roles of the criminal justice professionals involved and practices related to the case. The goal of this workshop is to provide journalists with an example of how their role in the media can impact the criminal justice field.

    ### Directions

    In this assignment, you will choose a criminal case and analyze how the media impacted it. You will then create a presentation that describes the case, the main issue in the case that was sensationalized by the media, and how the media may have had an impact on criminal justice professionals and practices, along with the public’s perception. Choose one of the following criminal cases to focus on:

    – William R. Horton
    – Pamela Smart
    – Dominic Cinelli

    The following required elements should be included:

    1. In 75-100 words, craft a brief summary of a criminal case in which the media had an impact.

    1. Describe the pertinent facts and legal points of the case.
    2. Describe who was involved and where the case took place.
    2. In 100-150 words, describe at least one main issue in the case that the media focused on. Consider the following in your description:

    1. Is it a discretion issue or a societal issue?
    2. Why was this the main issue?
    3. In 100-150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified. Consider the following in your description:

    1. Whose roles and actions were questioned by the media?
    2. How were the roles and actions directly related to the issue identified?
    4. In 100-150 words, explain if and how criminal justice practices have adapted as a result of the media’s involvement in the case. Consider the following in your explanation:

    1. If they have adapted, how?
    2. If they have not adapted, why do you think this is?
    5. In 100-150 words, explain how the media may have influenced the public’s perception.

    1. Describe any actions by the public that may have been a result of the media’s influence.
    2. Explain the role the media may have played in the public’s perception of the criminal justice professionals involved in the case and/or practices related to the case.

    ### What to Submit

    To complete this project, you must submit the following:

    Media Influence on a Criminal Case Presentation
    For this assignment, create a presentation on the media’s impact on the criminal case chosen. Sources should be cited according to APA style.

    An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project Three Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Template.pptx) (optional)
    Although this template is not required to complete your project, you may find it helpful.

    Document:
    [Case Resources PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Case%20Resources.pdf)
    This document will provide resources for the case you choose for this project. You may need to conduct additional research to address all required elements.

    ### Project Three Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Description of Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Crafts a brief summary of a criminal case in which the media had an impact | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification crafting a brief summary of a criminal case in which the media had an impact | Does not attempt criterion | 10 |
    | Main Issue in Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes at least one main issue in case that the media focused on | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing at least one main issue in case that the media focused on | Does not attempt criterion | 18 |
    | Media and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Does not attempt criterion | 18 |
    | Media and Criminal Justice Practices | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Does not attempt criterion | 18 |
    | Media and the Public | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how the media may have impacted the public’s perception of the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how the media may have impacted the public’s perception of the case | Does not attempt criterion | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 406 Project Three Template.pptx

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    ## Course Documents/CJ 406 Project Three Case Resources.pdf

    CJ 406 Contemporary Issues in Criminal Justice

    Project Three Case Resources

    The following resources provide background information regarding each case. You may need to conduct

    additional research to address all required elements in the project. Remember you are focusing on one

    case to complete this project.

    William R. Horton

    ● Reading: Willie Horton Revisited

    ● Reading: Prison Furloughs in Massachusetts Threaten Dukakis Record on Crime

    ● Reading: Horton Case Linked Newspaper and President

    ● Video: C-SPAN Cities Tour – Augusta: Willie Horton (3:45)

    A transcript of the video is available: Transcript for C-Span Cities Tour – Augusta: Willie Horton

    Pamela Smart

    ● Reading: Pamela Ann (Wojas) Smart

    ● Reading: The Pam Smart Case – Ten Years Later

    ● Reading: State Will Fight Flynn’s Request for Early Release

    ● Reading: Greg Smart Killer Apologizes

    ● Reading: From New Kid on the Block to Trigger-Man

    ● Video: Raw Video: Billy Flynn Parole Hearing (24:49)

    A transcript of the video is available: Transcript for Raw Video: Billy Flynn Parole Hearing

    ● Video: Pamela Smart on Flynn’s Parole: ‘I Don't Have That Chance’ (3:04)

    Dominic Cinelli

    ● Reading: Massachusetts Killing Shines Light on State Parole Boards

    ● Reading: ’09 Parole of Officer’s Killer Gets Hard Look

    ● Reading: Gov. Deval Patrick Cleans House at Parole Board in Response to the Killing of Woburn

    Police Officer John Maguire

    ● Video: Exclusive Video From Cinelli’s Parole Board Hearing (2:26)

    A transcript of the video is available: Transcript for Exclusive Video From Cinelli’s Parole Board

    Hearing

    [https://www.themarshallproject.org/2015/05/13/willie-horton-revisited](https://www.themarshallproject.org/2015/05/13/willie-horton-revisited)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html](https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html)

    [https://www.youtube.com/watch?v=27xWcR9do1s](https://www.youtube.com/watch?v=27xWcR9do1s)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161)

    [https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm](https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm](https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm)

    [https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm](https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm)

    [https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm](https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm)

    [https://www.youtube.com/watch?v=ZOLiE3G4DYU](https://www.youtube.com/watch?v=ZOLiE3G4DYU)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162)

    [https://www.youtube.com/watch?v=t8ULUye7LSM](https://www.youtube.com/watch?v=t8ULUye7LSM)

    [https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards](https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards)

    [http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full](http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://youtu.be/5FiKhXp9nU8](https://youtu.be/5FiKhXp9nU8)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    **## ProjectThreeGuidelinesandRubric.html2.zip**

    ## Project Three Guidelines and Rubric.html

    ## CJ 406 Project Three Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze the influence of the media on the field of criminal justice

    ### Scenario

    Responsible reporting and fact checking are at the heart of being a journalist. However, understanding key concepts of criminal cases provides insights that can assist to enhance reporting. To cultivate fundamental knowledge about an array of professions that intersect with various media platforms, a local school of journalism created a 2-day professional workshop for licensed and aspiring journalists. As the Public Information Officer (PIO) for a large police department, you have been invited to present this workshop to the journalists. Your presentation will incorporate a review of a court case that was covered by the media. You will review how the media covered key concepts in the case and if the media’s reporting had an impact on the roles of the criminal justice professionals involved and practices related to the case. The goal of this workshop is to provide journalists with an example of how their role in the media can impact the criminal justice field.

    ### Directions

    In this assignment, you will choose a criminal case and analyze how the media impacted it. You will then create a presentation that describes the case, the main issue in the case that was sensationalized by the media, and how the media may have had an impact on criminal justice professionals and practices, along with the public’s perception. Choose one of the following criminal cases to focus on:

    – William R. Horton
    – Pamela Smart
    – Dominic Cinelli

    The following required elements should be included:

    1. In 75-100 words, craft a brief summary of a criminal case in which the media had an impact.

    1. Describe the pertinent facts and legal points of the case.
    2. Describe who was involved and where the case took place.
    2. In 100-150 words, describe at least one main issue in the case that the media focused on. Consider the following in your description:

    1. Is it a discretion issue or a societal issue?
    2. Why was this the main issue?
    3. In 100-150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified. Consider the following in your description:

    1. Whose roles and actions were questioned by the media?
    2. How were the roles and actions directly related to the issue identified?
    4. In 100-150 words, explain if and how criminal justice practices have adapted as a result of the media’s involvement in the case. Consider the following in your explanation:

    1. If they have adapted, how?
    2. If they have not adapted, why do you think this is?
    5. In 100-150 words, explain how the media may have influenced the public’s perception.

    1. Describe any actions by the public that may have been a result of the media’s influence.
    2. Explain the role the media may have played in the public’s perception of the criminal justice professionals involved in the case and/or practices related to the case.

    ### What to Submit

    To complete this project, you must submit the following:

    Media Influence on a Criminal Case Presentation
    For this assignment, create a presentation on the media’s impact on the criminal case chosen. Sources should be cited according to APA style.

    An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project Three Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Template.pptx) (optional)
    Although this template is not required to complete your project, you may find it helpful.

    Document:
    [Case Resources PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Case%20Resources.pdf)
    This document will provide resources for the case you choose for this project. You may need to conduct additional research to address all required elements.

    ### Project Three Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Description of Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Crafts a brief summary of a criminal case in which the media had an impact | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification crafting a brief summary of a criminal case in which the media had an impact | Does not attempt criterion | 10 |
    | Main Issue in Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes at least one main issue in case that the media focused on | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing at least one main issue in case that the media focused on | Does not attempt criterion | 18 |
    | Media and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Does not attempt criterion | 18 |
    | Media and Criminal Justice Practices | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Does not attempt criterion | 18 |
    | Media and the Public | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how the media may have impacted the public’s perception of the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how the media may have impacted the public’s perception of the case | Does not attempt criterion | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 406 Project Three Template.pptx

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    ## Course Documents/CJ 406 Project Three Case Resources.pdf

    CJ 406 Contemporary Issues in Criminal Justice

    Project Three Case Resources

    The following resources provide background information regarding each case. You may need to conduct

    additional research to address all required elements in the project. Remember you are focusing on one

    case to complete this project.

    William R. Horton

    ● Reading: Willie Horton Revisited

    ● Reading: Prison Furloughs in Massachusetts Threaten Dukakis Record on Crime

    ● Reading: Horton Case Linked Newspaper and President

    ● Video: C-SPAN Cities Tour – Augusta: Willie Horton (3:45)

    A transcript of the video is available: Transcript for C-Span Cities Tour – Augusta: Willie Horton

    Pamela Smart

    ● Reading: Pamela Ann (Wojas) Smart

    ● Reading: The Pam Smart Case – Ten Years Later

    ● Reading: State Will Fight Flynn’s Request for Early Release

    ● Reading: Greg Smart Killer Apologizes

    ● Reading: From New Kid on the Block to Trigger-Man

    ● Video: Raw Video: Billy Flynn Parole Hearing (24:49)

    A transcript of the video is available: Transcript for Raw Video: Billy Flynn Parole Hearing

    ● Video: Pamela Smart on Flynn’s Parole: ‘I Don't Have That Chance’ (3:04)

    Dominic Cinelli

    ● Reading: Massachusetts Killing Shines Light on State Parole Boards

    ● Reading: ’09 Parole of Officer’s Killer Gets Hard Look

    ● Reading: Gov. Deval Patrick Cleans House at Parole Board in Response to the Killing of Woburn

    Police Officer John Maguire

    ● Video: Exclusive Video From Cinelli’s Parole Board Hearing (2:26)

    A transcript of the video is available: Transcript for Exclusive Video From Cinelli’s Parole Board

    Hearing

    [https://www.themarshallproject.org/2015/05/13/willie-horton-revisited](https://www.themarshallproject.org/2015/05/13/willie-horton-revisited)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html](https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html)

    [https://www.youtube.com/watch?v=27xWcR9do1s](https://www.youtube.com/watch?v=27xWcR9do1s)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161)

    [https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm](https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm](https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm)

    [https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm](https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm)

    [https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm](https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm)

    [https://www.youtube.com/watch?v=ZOLiE3G4DYU](https://www.youtube.com/watch?v=ZOLiE3G4DYU)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162)

    [https://www.youtube.com/watch?v=t8ULUye7LSM](https://www.youtube.com/watch?v=t8ULUye7LSM)

    [https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards](https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards)

    [http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full](http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://youtu.be/5FiKhXp9nU8](https://youtu.be/5FiKhXp9nU8)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    **## CJ406ProjectThreeTemplate.pptx**

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    **## ProjectThreeGuidelinesandRubric.html2.zip**

    ## Project Three Guidelines and Rubric.html

    ## CJ 406 Project Three Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze the influence of the media on the field of criminal justice

    ### Scenario

    Responsible reporting and fact checking are at the heart of being a journalist. However, understanding key concepts of criminal cases provides insights that can assist to enhance reporting. To cultivate fundamental knowledge about an array of professions that intersect with various media platforms, a local school of journalism created a 2-day professional workshop for licensed and aspiring journalists. As the Public Information Officer (PIO) for a large police department, you have been invited to present this workshop to the journalists. Your presentation will incorporate a review of a court case that was covered by the media. You will review how the media covered key concepts in the case and if the media’s reporting had an impact on the roles of the criminal justice professionals involved and practices related to the case. The goal of this workshop is to provide journalists with an example of how their role in the media can impact the criminal justice field.

    ### Directions

    In this assignment, you will choose a criminal case and analyze how the media impacted it. You will then create a presentation that describes the case, the main issue in the case that was sensationalized by the media, and how the media may have had an impact on criminal justice professionals and practices, along with the public’s perception. Choose one of the following criminal cases to focus on:

    – William R. Horton
    – Pamela Smart
    – Dominic Cinelli

    The following required elements should be included:

    1. In 75-100 words, craft a brief summary of a criminal case in which the media had an impact.

    1. Describe the pertinent facts and legal points of the case.
    2. Describe who was involved and where the case took place.
    2. In 100-150 words, describe at least one main issue in the case that the media focused on. Consider the following in your description:

    1. Is it a discretion issue or a societal issue?
    2. Why was this the main issue?
    3. In 100-150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified. Consider the following in your description:

    1. Whose roles and actions were questioned by the media?
    2. How were the roles and actions directly related to the issue identified?
    4. In 100-150 words, explain if and how criminal justice practices have adapted as a result of the media’s involvement in the case. Consider the following in your explanation:

    1. If they have adapted, how?
    2. If they have not adapted, why do you think this is?
    5. In 100-150 words, explain how the media may have influenced the public’s perception.

    1. Describe any actions by the public that may have been a result of the media’s influence.
    2. Explain the role the media may have played in the public’s perception of the criminal justice professionals involved in the case and/or practices related to the case.

    ### What to Submit

    To complete this project, you must submit the following:

    Media Influence on a Criminal Case Presentation
    For this assignment, create a presentation on the media’s impact on the criminal case chosen. Sources should be cited according to APA style.

    An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project Three Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Template.pptx) (optional)
    Although this template is not required to complete your project, you may find it helpful.

    Document:
    [Case Resources PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Case%20Resources.pdf)
    This document will provide resources for the case you choose for this project. You may need to conduct additional research to address all required elements.

    ### Project Three Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Description of Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Crafts a brief summary of a criminal case in which the media had an impact | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification crafting a brief summary of a criminal case in which the media had an impact | Does not attempt criterion | 10 |
    | Main Issue in Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes at least one main issue in case that the media focused on | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing at least one main issue in case that the media focused on | Does not attempt criterion | 18 |
    | Media and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Does not attempt criterion | 18 |
    | Media and Criminal Justice Practices | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Does not attempt criterion | 18 |
    | Media and the Public | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how the media may have impacted the public’s perception of the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how the media may have impacted the public’s perception of the case | Does not attempt criterion | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 406 Project Three Template.pptx

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    ## Course Documents/CJ 406 Project Three Case Resources.pdf

    CJ 406 Contemporary Issues in Criminal Justice

    Project Three Case Resources

    The following resources provide background information regarding each case. You may need to conduct

    additional research to address all required elements in the project. Remember you are focusing on one

    case to complete this project.

    William R. Horton

    ● Reading: Willie Horton Revisited

    ● Reading: Prison Furloughs in Massachusetts Threaten Dukakis Record on Crime

    ● Reading: Horton Case Linked Newspaper and President

    ● Video: C-SPAN Cities Tour – Augusta: Willie Horton (3:45)

    A transcript of the video is available: Transcript for C-Span Cities Tour – Augusta: Willie Horton

    Pamela Smart

    ● Reading: Pamela Ann (Wojas) Smart

    ● Reading: The Pam Smart Case – Ten Years Later

    ● Reading: State Will Fight Flynn’s Request for Early Release

    ● Reading: Greg Smart Killer Apologizes

    ● Reading: From New Kid on the Block to Trigger-Man

    ● Video: Raw Video: Billy Flynn Parole Hearing (24:49)

    A transcript of the video is available: Transcript for Raw Video: Billy Flynn Parole Hearing

    ● Video: Pamela Smart on Flynn’s Parole: ‘I Don't Have That Chance’ (3:04)

    Dominic Cinelli

    ● Reading: Massachusetts Killing Shines Light on State Parole Boards

    ● Reading: ’09 Parole of Officer’s Killer Gets Hard Look

    ● Reading: Gov. Deval Patrick Cleans House at Parole Board in Response to the Killing of Woburn

    Police Officer John Maguire

    ● Video: Exclusive Video From Cinelli’s Parole Board Hearing (2:26)

    A transcript of the video is available: Transcript for Exclusive Video From Cinelli’s Parole Board

    Hearing

    [https://www.themarshallproject.org/2015/05/13/willie-horton-revisited](https://www.themarshallproject.org/2015/05/13/willie-horton-revisited)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html](https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html)

    [https://www.youtube.com/watch?v=27xWcR9do1s](https://www.youtube.com/watch?v=27xWcR9do1s)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161)

    [https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm](https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm](https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm)

    [https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm](https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm)

    [https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm](https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm)

    [https://www.youtube.com/watch?v=ZOLiE3G4DYU](https://www.youtube.com/watch?v=ZOLiE3G4DYU)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162)

    [https://www.youtube.com/watch?v=t8ULUye7LSM](https://www.youtube.com/watch?v=t8ULUye7LSM)

    [https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards](https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards)

    [http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full](http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://youtu.be/5FiKhXp9nU8](https://youtu.be/5FiKhXp9nU8)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    **## CJ406ProjectThreeTemplate.pptx**

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    **## ProjectThreeGuidelinesandRubric.html2.zip**

    ## Project Three Guidelines and Rubric.html

    ## CJ 406 Project Three Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze the influence of the media on the field of criminal justice

    ### Scenario

    Responsible reporting and fact checking are at the heart of being a journalist. However, understanding key concepts of criminal cases provides insights that can assist to enhance reporting. To cultivate fundamental knowledge about an array of professions that intersect with various media platforms, a local school of journalism created a 2-day professional workshop for licensed and aspiring journalists. As the Public Information Officer (PIO) for a large police department, you have been invited to present this workshop to the journalists. Your presentation will incorporate a review of a court case that was covered by the media. You will review how the media covered key concepts in the case and if the media’s reporting had an impact on the roles of the criminal justice professionals involved and practices related to the case. The goal of this workshop is to provide journalists with an example of how their role in the media can impact the criminal justice field.

    ### Directions

    In this assignment, you will choose a criminal case and analyze how the media impacted it. You will then create a presentation that describes the case, the main issue in the case that was sensationalized by the media, and how the media may have had an impact on criminal justice professionals and practices, along with the public’s perception. Choose one of the following criminal cases to focus on:

    – William R. Horton
    – Pamela Smart
    – Dominic Cinelli

    The following required elements should be included:

    1. In 75-100 words, craft a brief summary of a criminal case in which the media had an impact.

    1. Describe the pertinent facts and legal points of the case.
    2. Describe who was involved and where the case took place.
    2. In 100-150 words, describe at least one main issue in the case that the media focused on. Consider the following in your description:

    1. Is it a discretion issue or a societal issue?
    2. Why was this the main issue?
    3. In 100-150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified. Consider the following in your description:

    1. Whose roles and actions were questioned by the media?
    2. How were the roles and actions directly related to the issue identified?
    4. In 100-150 words, explain if and how criminal justice practices have adapted as a result of the media’s involvement in the case. Consider the following in your explanation:

    1. If they have adapted, how?
    2. If they have not adapted, why do you think this is?
    5. In 100-150 words, explain how the media may have influenced the public’s perception.

    1. Describe any actions by the public that may have been a result of the media’s influence.
    2. Explain the role the media may have played in the public’s perception of the criminal justice professionals involved in the case and/or practices related to the case.

    ### What to Submit

    To complete this project, you must submit the following:

    Media Influence on a Criminal Case Presentation
    For this assignment, create a presentation on the media’s impact on the criminal case chosen. Sources should be cited according to APA style.

    An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project Three Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Template.pptx) (optional)
    Although this template is not required to complete your project, you may find it helpful.

    Document:
    [Case Resources PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Case%20Resources.pdf)
    This document will provide resources for the case you choose for this project. You may need to conduct additional research to address all required elements.

    ### Project Three Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Description of Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Crafts a brief summary of a criminal case in which the media had an impact | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification crafting a brief summary of a criminal case in which the media had an impact | Does not attempt criterion | 10 |
    | Main Issue in Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes at least one main issue in case that the media focused on | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing at least one main issue in case that the media focused on | Does not attempt criterion | 18 |
    | Media and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Does not attempt criterion | 18 |
    | Media and Criminal Justice Practices | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Does not attempt criterion | 18 |
    | Media and the Public | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how the media may have impacted the public’s perception of the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how the media may have impacted the public’s perception of the case | Does not attempt criterion | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 406 Project Three Template.pptx

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    ## Course Documents/CJ 406 Project Three Case Resources.pdf

    CJ 406 Contemporary Issues in Criminal Justice

    Project Three Case Resources

    The following resources provide background information regarding each case. You may need to conduct

    additional research to address all required elements in the project. Remember you are focusing on one

    case to complete this project.

    William R. Horton

    ● Reading: Willie Horton Revisited

    ● Reading: Prison Furloughs in Massachusetts Threaten Dukakis Record on Crime

    ● Reading: Horton Case Linked Newspaper and President

    ● Video: C-SPAN Cities Tour – Augusta: Willie Horton (3:45)

    A transcript of the video is available: Transcript for C-Span Cities Tour – Augusta: Willie Horton

    Pamela Smart

    ● Reading: Pamela Ann (Wojas) Smart

    ● Reading: The Pam Smart Case – Ten Years Later

    ● Reading: State Will Fight Flynn’s Request for Early Release

    ● Reading: Greg Smart Killer Apologizes

    ● Reading: From New Kid on the Block to Trigger-Man

    ● Video: Raw Video: Billy Flynn Parole Hearing (24:49)

    A transcript of the video is available: Transcript for Raw Video: Billy Flynn Parole Hearing

    ● Video: Pamela Smart on Flynn’s Parole: ‘I Don't Have That Chance’ (3:04)

    Dominic Cinelli

    ● Reading: Massachusetts Killing Shines Light on State Parole Boards

    ● Reading: ’09 Parole of Officer’s Killer Gets Hard Look

    ● Reading: Gov. Deval Patrick Cleans House at Parole Board in Response to the Killing of Woburn

    Police Officer John Maguire

    ● Video: Exclusive Video From Cinelli’s Parole Board Hearing (2:26)

    A transcript of the video is available: Transcript for Exclusive Video From Cinelli’s Parole Board

    Hearing

    [https://www.themarshallproject.org/2015/05/13/willie-horton-revisited](https://www.themarshallproject.org/2015/05/13/willie-horton-revisited)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html](https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html)

    [https://www.youtube.com/watch?v=27xWcR9do1s](https://www.youtube.com/watch?v=27xWcR9do1s)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161)

    [https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm](https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm](https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm)

    [https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm](https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm)

    [https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm](https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm)

    [https://www.youtube.com/watch?v=ZOLiE3G4DYU](https://www.youtube.com/watch?v=ZOLiE3G4DYU)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162)

    [https://www.youtube.com/watch?v=t8ULUye7LSM](https://www.youtube.com/watch?v=t8ULUye7LSM)

    [https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards](https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards)

    [http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full](http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://youtu.be/5FiKhXp9nU8](https://youtu.be/5FiKhXp9nU8)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)