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Testing Preschool-Aged Children

Below is the written transcript

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. While based on scholarly information, the Guide should not read like a research paper. It is to be written like a brochure a professional might give a patient or client who is being referred for testing. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. If there is a newer version than the version discussed in the textbook or other readings, present information about the newest version.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview 
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (specify the student’s choice from the “Special Topics” list)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.). Be sure to reference the content requirements (Links to an external site.) prior to completing each of the information sheets on the following categories of assessment.

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Writing Center (Links to an external site.). The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Folio portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to your Folio account and upload the revised Assessment Guide to the portfolio. (Use the Setting Up and Using Folio (Links to an external site.) guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool.

The Assessment Guide

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Writing Center (Links to an external site.).
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the University of Arizona Global Campus Library

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Legislator E-mail Exercise

Professional Nursing Trends

UTA_email_logo

Assignment #1: Legislator E-mail Exercise

Name:Date:

Overview: Legislator E-mail Exercise

To take a proactive role in nursing policy, identify your legislator and prepare an email to this legislator about a current nursing issue. Write a concise, professionally worded e-mail to a state-level legislator about a current nursing issue that is important to you. Do not ask the legislator to increase nursing pay, make your hospital do or not do something, or any other issue that the legislator can not address.

1. Find the legislator(s) for your Texas zip code. You will only write your email to one legislator, even if many are listed.

2. Complete the issue description and action plan section prior to composing the email to organize your thoughts. Be specific – don’t use generalizations like “decrease the nurse-patient ratio.” Use current journal literature to validate the request.

3. Write your final e-mail in the space provided on this assignment document. Use single space – this is an email not a letter.

4. You MUST include one personal example about how the issue personally affects your nursing career.

5. Use at least 2 CURRENT references (less than 5 years) and in-text citations (either short quotes or your summary of what the author said) to support your thoughts. Remember, if quoting, cite the page number with the author and year. List in current APA format but single space. Journals are always the best resource, not newspapers, blogs, or other less reliable resources.

6. Upload and submit the email assignment you have prepared into Canvas.

It is not necessary for you to actually send your email to you legislator unless you choose to do so.

Course Performance Objective: Identify and model professional role in shaping future nursing care.

A. Identifying Your Legislators: Find out who your legislators are at the local or state level. You only need address your issue to one legislator. If email information is not available then you would need to put their physical address. In rare cases if a physical address is not listed, please include a webpage address. Use a Google search to locate Texas legislative systems, or this helpful link to identify your state legislator. https://www.congress.gov/state-legislature-websites

Record name, title, and Legislator’s contact information here:

Name – (The Honorable)

Title – (House or Senate)

Contact Information – (Email address preferred)

B. Issue Description and Action Plan: To identify a current nursing issue, read https://www.texasnurses.org/page/nursingpolicy and https://www.texasnp.org/news/568840/Statement-From-Nursing-Groups-on-the-87th-Legislative-Session.htm. You may also identify a current nursing issue important to you or your future practice if not in this list. To help you begin organizing your thoughts, complete the following section.

1. a.. State the nursing issue that affects you in 1-2 sentences.

b. List three reasons or examples as to how this nursing issues affects you personally as a student or in your future practice as a Registered Nurse.

2. a. What help/assistance are you requesting from your legislator? (Make sure it is something that the legislator can actually do anything about – they cannot get your personal salary increased!) BE SPECIFIC. For example: “enact a bill to address the issue of burnout by limiting the staff-patient ratio to 1:4.”

b. List three reasons or examples as to why this bill/assistance would positively impact your practice or help other nurses.

C. a. Use the Rubric to write the E-mail! Explain the importance of this issue to your practice and to you personally. Limit the e-mail to one page, including the references. Choose details from those you developed above that create the strongest and most persuasive thoughts. Remember to include personal examples .

b. Strictly follow the format of the sample e-mail located in the assignment instructions as well as the rubric. Address the legislator appropriately (The Honorable…) and include your home address to classify you as a constituent.

Edit your e-mail for spelling, grammar, and word usage!! This is an issue of professionalism for me. Read it aloud, and/or get a friend to read it and provide feedback. Use paragraph breaks, not just one long email. Include two in-text citations. Remember, if using quotation marks, cite: (Jones, 2020, p. 10). If summarizing, use: (Jones, 2020). Limit the email to one page including the references!

Write your final e-mail in the space provided below. Type directly below in the spaces provided.

Date:

Subject:

Dear (Representative’s Official Name):

Sincerely,

References: List references here. At least two are required to support your thoughts. Use correct APA formatting but only use single spacing.

Rubric

Use this rubric to guide your work on the assignment, “Legislator E-mail.”

Complete Incomplete
Open email with an appropriate salutation for the legislator. Identify the point of the email in the first 1-2 sentences and again at the end of the email. State nursing issue clearly, simply, and request help from the legislator with this issue. If a certain bill is involved, the title and number are cited. Be specific, not general, in your request – do you want loans, a bill, etc. What EXACTLY do you want in these bills?Use incorrect salutation to identify legislator. Did not identify the point of the email in the first 1-2 sentences and summarize at the end of the email. Email issue is unclear or convoluted and no request for specific help from the legislator with this issue was made. Did not look up the title and number of a bill that you wanted the legislator to support. Too generalized.
Identify that you are a student nurse in this legislator’s district. List personal experiences you may have had pertaining to the subject of the email. Include at least one personal observation or story related to the issue. Use specific examples, evidence or observations from two journals to support your position.Did not ID yourself as a student nurse in this legislator’s district. Did not list personal experiences pertaining to the issue. Did not use specific examples from current journals to support your position.
Includes the action you are asking the legislator to take. State what it is you want done or recommended course of action. Note: The action must be something related to the role of a legislator. Reiterate this specific action at the end of the email.Course of action unclear. Topic is not related to the duties of a legislator. Action was not repeated at the end.
Use correct spelling and grammar. In-text citations are APA and include page numbers if in quotes. Provide 2 or more references (single-spaced) in support of the issue in APA format. Email is 1 page single spaced, including the references. Tone and words are courteous and respectful. Thank the member for taking the time to read your email.Incorrect spelling/grammar. Citations are not APA References are not current, limited, or do not support the issue. Email is over 1 page (including the references). Tone is not respectful. Member is not thanked.

Submit this entire Assignment Document into Canvas.

1

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Research data collection plan and quantitative research design for measuring employee contributions

Your manager is very pleased with your research data collection plan and quantitative research design for measuring employee contributions and has asked you to write a literature review (similar to Chapter 2 in your dissertation). Your dilemma is what empirical research should be included in your literature review. How can you discern quality studies in the quantitative realm from mediocre ones? What are the top five criteria for selecting high quality quantitative empirical articles for your literature review? Justify criteria selected with appropriate sources.

Note: Rather than providing insights into or literature regarding the topics of employee rewards/compensation or employee retention, focus your discussion post on the research methodology and design and the process of selecting scholarly quantitative literature to resolve this applied research example.

Alicia response

I think it takes skills of critical thinking to discern high quality articles from mediocre articles. I believe high quality articles that best support the dissertation process are peer reviewed articles; because, peer reviewed articles have gone through a validation process by way of being carefully screened, scrutinized, and combed through to determine authenticity and objectivity; the true purpose of this study. Another component to high quality research methodologies is the presence of ethics and accuracy. Before choosing an article, ask the question, “How do we know that this article is tried, true, and tested?”. The process in which research is conducted determines whether an article is ethical and unbiased, or if the article is based on a theory without actual observation or experiments conducted. When considering to implement one should consider if the article is valid, trustworthy, and effective enough to support your argument. Another criteria for conducting research based on experiment or observation is to consider how this process will answer a question or test a certain theory. Skews (2020) wrote that in order for the professional practice of coaching to be validated, it needed to be conducted through an evidence-based empirical design. The evidence-based design would answer a direct question, and thirdly it would use the available systematic reviews to access evidence relevant to the research question.

Source:

Skews, R. (2020). How to design and conduct quantitative coaching intervention research. Coaching Psychologist16(1), 41–51.

Do you agree with Alicia ? yes or no- only 150 words plus reference apa 7 format

Stevie Response

Hello Class,

Continuation of proving you are a great new doctoral leader is important with every task that is given. In providing a literature review of empirical research, the first step would be ensuring that I have the right resources for my research. Because this will be a quantitative study, it is important within the resources used for the research are credible. Credible evidence to gain readers’ trust, and the writer must be able to avoid bias in his or her argumentation (D’Urso et al., 2021). There are five specific actions that will be considered during the research, dependability, Credibility, Confirmability, Transferability, Reflexivity, and Trustworthy. Credibility will provide accurate findings, Dependability reference can be used for future research, Confirmability is providing adequateness, Transferability is finding research that can be used in the future, Reflexivity is which thinking about thinking is consistently being practiced, and Trustworthy is the goal of qualitative research (D’Urso et al., 2021). When researching, selecting high-quality articles will be clear in finding these components.

Reference

D’Urso, P., Johnston, E., McClendon, C. (2021). GCU doctoral research: Foundational principles of research design. Grand Canyon University.

Do you agree with Stevie ? Yes or no

Kathleens response

      Credibility, accuracy, reasonableness, and support are the main criteria for discerning quality studies in the quantitative realm. (D’Urso et al., 2021) The top five criteria for selecting high quality empirical articles for your literature review include: 1) Why the study is conducted, 2)What new knowledge will be discovered, 3) Why this new knowledge is important, 4)The general population affected by the problem, and 5) How the research will contribute to resolving the problem. (Greenberger, 2021) Research design, research process, aims of research, amount of data, and method of analysis are all forms of the CIS (critical interpretive synthesis) (Depraetere et al., 2021) literature review process which has been in practice for several decades and has been very successful. Those are probably the best ways to evaluate literature.

Depraetere, J., Vandeviver, C., Keygnaert, I., & Beken, T. V. (2021). The critical interpretive        synthesis: An assessment of reporting practices. International Journal of Social Research            Methodology: Theory & Practice24(6), 669–689.

Do you agree with Kathleen ? Yes or no

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assess employee contributions in the workplace

After you have determined what sources to include in your literature review to assess employee contributions in the workplace, you must now compile your review and reflect on the implications of all that you have read in the extant literature and how that applies to your research. To what extent might the strengths, weakness, limitations, and delimitations of existing studies indicate strengths, weakness, limitations, and delimitations of your study? Explain.

Note: Rather than providing insights into the topics of employee rewards/compensation or employee retention, focus your discussion post on the research methodology and design to resolve this applied research example

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The History of the Crime Victims’ Movement in the United States

Assignment: Read The History of the Crime Victims’ Movement in the United States.

Actions

Evaluate the development of the victims’ rights movement. Has it been effective? Why or why not? What are some ways this movement has helped victims seek justice?

Submission Requirements

  • One (1) page
  • Name, class, and date should be at the top of the page
  • 12 point font
  • Times New Roman or Arial
  • Use in-text citations
  • List all references at bottom of the page (APA)

Grading Criteria

  • Review the grading rubric below this assignment to see how it is assessed.

The History of the Crime Victims’ Movement

in the United States

A COMPONENT OF THE OFFICE FOR VICTIMS OF CRIME ORAL HISTORY PROJECT

Sponsored by:

Office for Victims of Crime Office of Justice Programs U.S. Department of Justice

Written by Dr. Marlene Young and John Stein National Organization for Victim Assistance

December 2004

Justice Solutions National Association of Crime Victim Compensation Boards

National Association of VOCA Assistance Administrators National Organization for Victim Assistance

This project was supported by Grant Number 2002-VF-GX-0009 awarded by the Office for Victims of Crime, Office of Justice Programs, U.S. Department of Justice. Points of view in this document are those of the author(s)

and do not necessarily represent the official position or policies of the U.S. Department of Justice.

PAGE

The OVC Oral History Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Office for Victims of Crime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Beginnings: Victimology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Victim Compensation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Women’s Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Criminal Justice System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Growth of Victim Activism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

The 1980s: Growth and Acceptance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The 1990s and Beyond. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Research Contributions and Advances in Responding to Victims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Expanding and Deepening Victim Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

The Ongoing March for Victims’ Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Contents

2 0 0 5 N C V R W R E S O U R C E G U I D E

The OVC Oral History Project The Office for Victims of Crime Oral History Project is cosponsored by Justice Solutions, the National Association of Crime Victim Compensation Boards, the National Association of VOCA Assistance Administrators, and the National Organization for Victim Assistance. Sponsored by the Office for Victims of Crime, within the Office of Justice Programs, U.S. Department of Justice, this project seeks to document the rich history of the victims’ rights and assistance field since its inception in 1972. The project’s four goals are to:

1. Develop two special reports that highlight the historical importance of two events: 1) the 30-year anniversary of the field and 2) the 20-year anniversary of the publication of the President’s Task Force on Victims of Crime Final Report.

2. Provide initial documentation via videotape of the past 30 years of the victims’ rights and assistance movement through interviews with key contributors to the movement’s overall success.

3. Develop archives housed in a university setting (videotaped and paper-based), as well as on the Web (digital tape and electronic versions of transcripts).

4. Develop a recommended format for states, U.S. territories, and the District of Columbia to develop their own individual oral history.

The Office for Victims of Crime The Office for Victims of Crime is committed to enhancing the Nation’s capacity to assist crime victims and to providing leadership in changing attitudes, policies, and practices to promote justice and healing for all victims of crime. OVC works with national, international, state, military, and tribal victim assistance and criminal justice agencies, as well as other professional organizations, to promote fundamental rights and comprehensive services for crime victims.

Introduction The crime victims’ movement is an outgrowth of the rising social consciousness of the 1960s that unleashed the energies of the idealistic, 20-something generation of the 1970s. Its continued strength is derived not just from the social forces through which it began, but also from the leadership of extraordinary individuals, some of whom have personally survived tragedy, and others who have brought extraordinary compassion and insight as witnesses to such tragedy.

In retrospect, one can say that the victims’ movement in the United States involved the confluence of five independent activities:

1. The development of a field called victimology.

2. The introduction of state victim compensation programs.

3. The rise of the women’s movement.

4. The rise of crime that was accompanied by a parallel dissatisfaction with the criminal justice system.

5. The growth of victim activism.

The Beginnings: Victimology “Victimology” arose in Europe after World War II, primarily to seek to understand the criminal-victim relationship. Early victimology theory posited that victim attitudes and conduct are among the causes of criminal behavior.(1)

The importation of victimology to the United States was due largely to the work of the scholar Stephen Schafer, whose book The Victim and His Criminal: A Study in Functional Responsibility became mandatory reading for anyone interested in the study of crime victims and their behaviors.(2)

As Tokiwa University (Japan) Professor of Criminology and Victimology John Dussich noted, “As a graduate student in 1962, I had the privilege of being a student of Stephen Schafer who was a victimologist and criminologist from Hungary, one of the early victimologists. He first spoke about victimology in his class on criminological theory. It was the first time that he ever gave a lecture in this country and we became friends after that.”

The History of the Crime Victims’ Movement in the United States

2 0 0 5 N C V R W R E S O U R C E G U I D E 1

The interest in victimology correlated with increasing concern about crime in America in the late 1960s. It is perhaps no coincidence that the precursor to Dr. Schafer’s book was a study he conducted for the U.S. Department of Health, Education, and Welfare.(3) The crime wave of the time led to the formation of the President’s Commission on Law Enforcement and the Administration of Justice in 1966, which conducted the first national victimization surveys that, in turn, showed that victimization rates were far higher than shown in law enforcement figures – and that many non-reporting victims acted out of distrust of the justice system.(4)

This captured the attention of researchers who began to examine the impact of crime on victims, as well as victim disillusionment with the system.

“In my view it is no accident that the explosion of interest in victims and victimization surveys developed simultaneously,” Michael J. Hindelang wrote in “Victimization Surveying, Theory and Research” published in 1982. “Each has provided some stimulus for the other and each has the potential for providing benefits to the other.”(5)

As will be discussed, the prosecutor-based victim/witness revolution in particular was a direct consequence of victimological research.

Victim Compensation The idea that the state should provide financial reimbursement to victims of crime for their losses was initially propounded by English penal reformer Margery Fry in the 1950s. It was first implemented in New Zealand in 1963 and Great Britain passed a similar law shortly thereafter.

Early compensation programs were welfare programs providing help to victims in need. This was reflected in Justice A.J. Goldberg’s comment, “In a fundamental sense, then, one who suffers the impact of criminal violence is also the victim of society’s long inattention to poverty and social injustice…”(6) California initiated the first state victim compensation program in 1965, soon followed by New York. By 1979, there were 28 state compensation programs. By then, most had rejected the welfare precept in favor of a justice orientation in which victims were seen as deserving of compensation whether or not they were in need. Compensation programs also promoted involvement by

victims in the criminal justice system since they required victims to report crimes to the police and to cooperate with the prosecution.

Administrators of the early programs were not always passionate advocates of victim issues. According to Kelly Brodie, the former Director of victim compensation programs in Iowa and California:

“… I didn’t think I would ever work in compensation because I had very hard feelings about the compensation program as a result of my work in the victim assistance field. And it was only through chance that I ended up in compensation…I thought I never wanted to work in this particular arena because I saw compensation as a bureaucratic structure…that was almost a payment for a prosecution-oriented, very adversarial process for victims.”

Later, compensation administrators often became articulate advocates of society’s responsibilities to victims.

The Women’s Movement There is little doubt that the women’s movement was central to the development of a victims’ movement. Their leaders saw sexual assault and domestic violence – and the poor response of the criminal justice system – as potent illustrations of a woman’s lack of status, power, and influence.

Denise Snyder, Director of the Washington, D.C., Rape Crisis Center, reflects that “…if you go back 30 years ago when the [Rape Crisis] Center first started,…the silence was deafening. This issue was one that society didn’t want to think about, didn’t want to hear about. The individual survivors felt incredible isolation.”

Long-time victim advocate Janice Rench of Massachusetts describes the influences that propelled her into the victims’ movement:

“It was not by accident [that I joined the movement]. That was my passion, having been a victim of a sexual assault crime. I wanted to right a wrong…we have to step back…when I started, it was a time of excitement, it was a time of passion….We didn’t have any plans, any books…but as we listened to the victims, we certainly got a

The History of the Crime Victims’ Movement (continued)

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sense of what was going to work and what wasn’t. And so it was the victims themselves, I believe, that really started this field and certainly it was the sexual assault field in the ‘70s that did it.”

The new feminists immediately saw the need to provide special care to victims of rape and domestic violence. It is significant that of the first three victim assistance programs in the United States all began in 1972, and two were rape crisis centers (in Washington, D.C., and the San Francisco Bay area). There were several significant contributions that these programs brought to the victims’ movement:

1. Emotional crisis was recognized as a critical part of the injury inflicted.

2. Intervenors learned to help victims with the practical consequences of rebuilding their lives, rather than relying on a criminal justice system where they were too often maltreated.

3. In the absence of any resources, there was a heavy reliance on volunteers.

The Criminal Justice System Victimology in the 1970s helped to buttress what the public already knew – that crime was at unacceptably high levels and its victims were neglected. One individual who helped transform this problem into a reformed system was Donald E. Santarelli, Director of the Federal Law Enforcement Assistance Administration (LEAA) in 1974. He had read the then-new research by Frank Cannavale(7) that documented this stunning finding: the largest cause of prosecution failure was the loss of once-cooperative witnesses who simply stopped helping a justice system that was indifferent to their most basic needs.

This was the catalyst for funding three demonstration projects in 1974 to provide better notification and support to victims and witnesses. “We were the prototype for the victim/witness programs in District Attorneys’ offices,” recalls Norm Early, the former District Attorney of Denver, Colorado. “Back then, everything was very rudimentary. It was basically notification, setting up waiting rooms for people so that you wouldn’t have ‘World War II’ in the hallway between the defendant’s family and the victim’s family as we

often did back in the old days.”

Some of the victim/witness programs began borrowing service ideas from the grassroots programs and new ones based in law enforcement; some of the prosecutor-based staff received training in crisis intervention (because court appearances can be crisis- inducing events), and a few offered on-scene crisis services to victims whether or not there was an arrest and prosecution. Most began making referrals to social service and victim compensation programs. Notification went beyond telling victims about their next court date – it led to establishing on-call systems, and then obtaining and considering victims’ views on bail determinations, continuances, plea bargains, dismissals, sentences, restitution, protective measures, and parole hearings. Some offered employer and creditor intercession, as well as support during court appearances. Many of these innovations were documented in a landmark “Prescriptive Package” commissioned by LEAA.(8)

In 1974, LEAA grants to the Ft. Lauderdale Police Department and then the Indianapolis Police Department helped open this new sector of the movement. Others followed suit. Many of the police- based programs were inspired by the work of two men.

A one-time New York police officer, Martin Symonds, became a psychiatrist specializing in treating trauma victims and later became the Director of Psychological Services for the New York City Police Department (“I finally got my gold shield,” he would brag). In his clinical work with victims that began in 1971, Dr. Symonds developed three insights:

1. The pattern of responses from victims of trauma was similar regardless of the type of crime.

2. The principles of good crisis intervention are also similar.

3. Law enforcement officers are in the position of doing the most harm or the most good in responding to victims.

These views were published in a number of journals and were spread around the victim assistance community.

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Dr. Morton Bard – also a one-time member of “New York’s finest” – was a psychologist who taught at New York University and who also studied the reactions of crime victims. With an LEAA grant, he published two volumes on Domestic Violence and Crisis Intervention. He laid the basis for presenting victim-focused training into many law enforcement academies and the FBI National Academy. His Crime Victim’s Book,(9) published in 1979, was the first book-length primer on identifying and meeting victims’ needs and was considered a “bible” for many advocates and crime victims alike.

The Growth of Victim Activism Finally, the victims’ movement was given a jolt of energy from crime victims and survivors. The victims’ movement surfaced the neglected issue of criminal violence against women, yet it was rape survivors and battered women who most commonly founded programs and shelters for similar victims. An additional force began to be felt in the late 1970s.

As lonely and isolated as other victims felt, survivors of homicide victims were truly “invisible.” As one homicide victim’s mother said, “When I wanted to talk about my son, I soon found that murder is a taboo subject in our society. I found, to my surprise, that nice people apparently just don’t get killed.”(10)

Families and Friends of Missing Persons was organized in 1974 in Washington state by survivors of homicide victims. The initial purpose was simply to provide support to others whose loved ones were missing or murdered. It later evolved into an advocacy group as well.

Parents Of Murdered Children was founded by Charlotte and Robert Hullinger in 1978 in the aftermath of the murder of their daughter by her ex-boyfriend. Mothers Against Drunk Driving was co-founded in 1980 by Candy Lightner when her daughter was killed by a repeat offender drunk driver, and by Cindi Lamb, whose infant daughter was rendered a quadriplegic by a repeat offender drunk driver. In 1977, Protect the Innocent in Indiana was energized when Betty Jane Spencer joined after she was attacked in her home and her four boys were killed. She and others did not shy away from the news media.

According to Cindi Lamb, “Probably one of the foremost strategies is giving the victim a face, and the face of the victim was [in her case, her quadriplegic infant daughter] Laura Lamb. She was the poster child for Mothers Against Drunk Driving, because even though she couldn’t move, she moved so many people.”

Many of these were support groups, but most were also advocacy groups whose power was undeniable. Edith Surgan, whose daughter was killed in New York City in 1976, moved to New Mexico and founded the New Mexico Crime Victim Assistance Organization that was the driving force behind establishing victim compensation legislation in that state. She told many times of traveling day after day from her home in Albuquerque to Santa Fe to fight for that legislation. She also told of how the Majority Leader of the Senate hid from her until she confronted him and asked why he was hiding. He said simply that he could not deal with such a horrible issue.

Bob Preston, whose daughter Wendy was murdered in Florida, along with Greg Novak, whose sister Beverly Ann Novak was murdered in Chicago by a man who had just been released, unsupervised, from a State Hospital, co-founded Justice for Victims, which successfully lobbied for one of the first state constitutional amendments for victims’ rights that was passed in Florida in 1988. Preston today co-chairs the National Victims’ Constitutional Amendment Network.

The experience of John W. Gillis, Director of the Office for Victims of Crime, following the murder of his daughter Louarna in Los Angeles in 1979, captured the work of all these groups:

“Quite frankly, Parents Of Murdered Children saved my life…because it gave me an opportunity to talk about what had happened….So I attended their meetings. They started asking me questions about law enforcement [he was then a Los Angeles police lieutenant] and why cases were handled certain ways. This was really helpful to me because then I found out I was providing help and information to others who were really hurting so much. So it was a two-way street. From there a group of us decided that we wanted to start our own organization, so we started Justice for Homicide Victims.”

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These five forces worked together at first in informal coalitions, but the formation of the National Organization for Victim Assistance (NOVA) in 1975 helped to consolidate the purposes and goals of the victims’ movement. The organization grew out of ideas developed at the first national conference on victim assistance, sponsored by LEAA, in Ft. Lauderdale in 1973. NOVA’s initial contributions were to promote networking and to continue national conferences (beginning in 1976) to provide training opportunities for those working with victims.

Funding to the field in the late 1970s through LEAA gave communities opportunities to replicate the initial programs and begin to translate knowledge and practice into educational materials. The National District Attorneys Association developed a Committee on Victims to assist in disseminating information. The American Bar Association established a Victims Committee in its Criminal Justice Section.

By the end of the 1970s, many states had at least a few victim assistance programs, and 10 states had networks of programs. There grew a common understanding of the basic elements of service: crisis intervention, counseling, support during criminal justice proceedings, compensation and restitution. LEAA continued to promote victim assistance through its state block grants and established the first National Victim Resource Center in 1978.

In 1980, NOVA incorporated the growing demand for victims to have legitimate access to the justice system into a new policy platform on victims’ rights and the initiation of a National Campaign for Victim Rights, which had as its core, a National Victims’ Rights Week, endorsed and implemented in 1981 by President Ronald W. Reagan.

The 1970s were marked by rapid progress as well as by turbulence, caused in significant part by the waning of federal financial support. As national priorities shifted, stable funding became elusive when Congress de- funded LEAA at the end of the decade, and programs often entered into internecine warfare over the limited resources that were available.

Controversy also arose among programs that were driven by grassroots energy and those that were based in criminal justice institutions. Many felt there was an inherent conflict between the goals of a prosecutor or law enforcement agency and the interests of crime victims. Some sought legal changes in the system, while others felt change could take place through the adjustment of policies and procedures.

Tensions within the movement led to the emergence of new national organizations: the National Coalition Against Sexual Assault was formed at NOVA’s 1978 national conference to provide leadership for rape crisis programs. The National Coalition Against Domestic Violence was also founded in 1978 to provide an advocacy network for shelters.

Victim advocate Janice Rench lamented the frictions that arose:

“[In the 1970s] there was much more openness for domestic violence victim advocates, for sexual assault advocates to come together, and then we would have people who had lost their children – homicide survivors – and we would start to see that there was more to this than just sexual assault and domestic violence – but that came later.”

The 1980s: Growth and Acceptance The loss of significant LEAA funding in 1979 served as a potent reminder of how tenuous the movement’s gains in the 1970s had been. Though an untold number of programs were abolished, the movement itself survived, thanks largely to the impact of the victim activist groups and the new public awareness they engendered. Their influence helped the victims’ movement keep going and make progress on three fronts: public policy, program implementation, and public awareness.

State public officials, urged on by victim advocates, realized that state action was necessary to ensure the institutionalization of victim assistance. California again was a leader as it became the first state to establish state funding for victim assistance in 1980. Wisconsin took action by becoming the first state to pass a Victims’ Bill of Rights the same year.

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Jo Kolanda, the former Director of the Victim/Witness Program in the office of the District Attorney in Milwaukee, Wisconsin, shares her perspective of Wisconsin’s initial legislative efforts to benefit victims of crime:

“I said, ‘I think that the only way this program is going to survive is if there is statutory authority for the program. There’s got to be funding built in from the State. The State supports the court system, they should be willing to fund this.’ And every single person in the room laughed. At first I was so humiliated, and then I was so mad that I left that meeting thinking there is going to be statutory authority for this program or I will die trying.”

“I contacted a woman named Barbara Ulichny, who was at the time a freshman State Representative in Wisconsin.…I said, ‘You know, Barbara, we need a Victim/Witness Bill of Rights.’…Amazingly, a freshman Representative pulled this off…”

Spirits were raised by the receptivity of the new administration. In 1981, President Reagan declared National Victims’ Rights Week and Attorney General William French Smith launched a Task Force on Violent Crime. Conservative activist, victim advocate, and victims’ rights attorney Frank Carrington – and his old friend, Presidential Counselor Edwin Meese – were the catalysts.

According to Steve Twist, board member of the National Victims’ Constitutional Amendment Network:

“Frank was quite an advocate, even in the early ‘70s, for fundamental reforms of the criminal justice system so that it would become more victim- centered. Frank went on to be the driving force behind the establishment of the President’s Task Force on Victims of Crime…and it was Frank’s friendship with Ed Meese that led to that, and led to Frank being appointed as one of the members of the Task Force.”

From the movement’s perspective, the most important recommendation of the Attorney General’s Task Force, suggested by Frank Carrington, was to commission a Presidential Task Force on Victims of Crime. In 1982, the President implemented that recommendation. At the same time, Senator H. John Heinz discovered and

endorsed the principle of rights for victims through his work as chair of the Senate Aging Committee. The informal group that was invited to help Senator Heinz draft the Federal Victim and Witness Protection Act of 1982 will always remember his charge, “Help me find the most imaginative and effective tools ensuring victim rights in the states, and I’ll put them in the Federal bill.”(11)

While victim advocates cheered his bill when it won a unanimous consent vote on October 12, 1982, they also saw the Act for what it was – a first step toward comprehensive federal action on behalf of victims everywhere.

Lois Haight Herrington was an unknown quantity to the victims’ movement when she was appointed to chair the President’s Task Force on Victims of Crime in 1982. However, a few advocates in California who had seen her perform as a prosecutor, were ecstatic.

As Harold Boscovich, former Director of the Victim Assistance Division of the Alameda County (California) District Attorney’s Office, recalls:

“I was happy when Lois went to Washington. But when she went to Washington she wasn’t going to take a job at the Office for Victims of Crime – it didn’t exist. Lois was going back to Washington with her husband…The next thing I heard from her is ‘I’ve got a job. I’ve been asked to head the Office of Justice Programs.’ And I was just elated.”

She became the indefatigable champion of victim justice, the architect of the Victims of Crime Act of 1984 (VOCA), and the architect of a Program Management Team for Victims of Crime which later evolved into the Office for Victims of Crime within the U.S. Department of Justice.

Stories of Haight Herrington’s tenacity are legendary. First as Chair of the President’s Task Force on Victims of Crime and later as the first Assistant Attorney General for the Office for Justice Assistance, Research and Statistics, she wielded her powers of diplomacy, cajolery, and personal stature within the administration to fashion and implement the recommendations of the Task Force. Her passion for the cause was demonstrated when her husband took the oath as President Reagan’s Secretary of Energy; she

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surreptitiously held his bible open at the “Good Samaritan” parable instead of the psalm John Herrington had chosen.

Then Washington State Attorney General Kenneth Eikenberry, another member of the Task Force, secured his place in the history of the victims’ movement by pressing a recommendation that was novel to the movement – the adoption of a federal constitutional amendment for victims’ rights. Dr. Marlene Young, Executive Director of NOVA, relates this story:

“I will always remember sitting next to Ken at the lunch break during the first Task Force hearing and listening to him say, ‘I don’t know why everyone is so anxious about the status and treatment of victims.’ I sighed, thinking that he just didn’t get it, when he added, ‘All we have to do is pass a constitutional amendment that gives them the right to be present and heard in the criminal justice process.’ I was stunned by the idea.”(8)

The President’s Task Force held six hearings across the Nation and produced a Final Report with 68 recommendations to improve assistance to victims of crime. Lois Haight Herrington’s memories of one special occasion is telling, since it reflects part of her strategy in helping to get the Victims of Crime Act (VOCA) passed:

“[This photograph] is when we’re giving our Task Force Report to the President…the next picture is the first Rose Garden ceremony…the reason I’m showing you this is that here are…victims that we had [with us]. Here was the President, the Vice President, and Attorney General Smith.…telling these stories and introducing these people to the President. I think [this meeting with the victims] was very instrumental in getting the Victims of Crime Act that I think has helped start so much of this.”

The Task Force’s Report launched four critical initiatives. First, it recommended federal legislation to fund state victim compensation programs and local victim assistance programs. That pair of recommendations was the precipitating force for the enactment of VOCA. The Act established the Crime Victims Fund, made up of federal criminal fines, penalties, forfeitures, and special assessments, as the resource for the two programs.

As Reverend Bob Denton, Executive Director of the Victim Assistance Program in Akron, Ohio, recalls:

“One of the good things that happened…is that we were able to strategically think through and use our experience to develop the procedures as well as the policies in distributing VOCA and state monies.… One of the things that killed us in ‘76 and ‘77 and ‘78 was the death of LEAA. We had just begun to get money into victim programs when they were killed. I sat in on one of the early research projects that the Justice Department did that found that we had dropped from 400 and some programs in this country to 200 and some in a couple weeks.”

“So, VOCA comes along and it says this is to keep those old programs from going down, because if they go down, we have nothing. And then, to build new programs.”

Second, it made recommendations to professionals in the criminal justice system and associated professions about how they could improve treatment to crime victims. The 1983 National Conference on the Judiciary and Victim Rights was a spinoff of the report and served as a major impetus to change judicial policies and attitudes.

South Dakota Judge Merton Tice, who attended the 1983 conference, said: “It was like seeing the light at the end of the tunnel. When Edith Surgan and Sunny Strong spoke [Ms. Surgan, a homicide survivor, spoke by speakerphone from her deathbed in Albuquerque; Ms. Strong, a rape survivor, addressed the conference in person], I knew there was something that needed to be done. The judicial branch of government should always be neutral, but neutrality does not mean that one side is forgotten. In this case, it was the victim that had been forgotten.”(12)

Third, it recommended the creation of an additional Task Force on violence within families, which resulted in the establishment of the Attorney General’s Task Force on Family Violence in 1983 with a Report published in 1984. That Report was a stimulus to a VOCA amendment requiring compensation programs to make victims of domestic violence eligible for help.

Fourth, it recommended the “Eikenberry amendment” to the U.S. Constitution. That recommendation led to the

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1986 formation of the National Victims’ Constitutional Amendment Network (NVCAN), which initially sought to obtain state-level amendments for crime victims’ rights.

In the four years after the publication of the Final Report, the Office of Justice Programs and the Office for Victims of Crime worked closely with outside groups, notably NOVA, to implement the recommendations. States began receiving VOCA funds in 1986, training programs for justice professionals were disseminated widely, standards for service for victim programs were developed, and regional training for victim service providers was offered across the Nation.

During this time in the academic field, the first Victim Services Certificate Program was offered through California State University, Fresno. Now in addition to the Certificate, students can also earn a Bachelor of Science in Criminology Degree with a Major in Victimology.

Victim-oriented justice gained international recognition with the adoption of the United Nations Declaration of Basic Principles of Justice for Victims of Crime and Abuse of Power in 1985. This document helped spur other nations to start or expand victim rights and services. As Irvin Waller, Professor, University of Ottawa, relates:

“What we decided to do was to take the so-called rights for victims, which were really principles of justice for victims in various states and nations, and put these into a proposal that we then took to the Secretary of the United Nations.”

The development of the OVC/NOVA Model Victim Assistance Program Brief in 1986-1988 served as a management tool for programs. It articulated eight basic services that programs should provide: crisis intervention, counseling and advocacy, support during criminal investigations, support during prosecution, support after case disposition, crime prevention, public education, and training of allied professions.

States were also moving rapidly to institutionalize victim assistance through funding legislation and the development of program networks. Bills of rights were adopted in every state by 1990; at present, 32 states have adopted constitutional amendments, and there are more than 32,000 statutes that define and protect victims’ rights nationwide. By the end of the 1980s,

more than 8,000 victim service programs were in operation.

The 1980s brought new contributors to the crime victims’ movement.

• The National Victim Center (now the National Center for Victims of Crime) was founded in 1985 in honor of Sunny von Bulow, and generated increased emphasis on media and public awareness of victims’ rights and concerns; research on the impact of crime on victims; civil litigation on behalf of victims; and training about victim assistance organizational development and crime victims’ legislative rights.

• The Victims’ Assistance Legal Organization (VALOR) became prominent as its founder, Frank Carrington, helped to develop and promote civil litigation on behalf of crime victims.

• The National Center for Missing and Exploited Children was established in 1984 to help find missing children and provide support to their families.

• The International Association of Chiefs of Police established a Victims Committee and announced a “law enforcement bill of rights for victims.”

• The American Correctional Association Victims Committee issued 16 recommendations to improve victims’ rights and services in the post-sentencing phases of criminal cases.

• The American Probation and Parole Association established a Victim Issues Committee and developed sample policies and procedures, as well as extensive training curricula, relevant to victims’ rights and needs when their offenders are sentenced to community supervision or released on parole.

• The Spiritual Dimension in Victim Services became a source of education and training for clergy on victim issues.

• Neighbors Who Care was initiated by Justice Fellowship to develop victim assistance within religious communities.

• The International Society of Traumatic Stress Studies and the International Association of Trauma Counselors were established to serve as research and education resources for individuals working in the field of trauma.

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The growth of the understanding of trauma was particularly important during the 1980s. Drawing on the experiences of seasoned crisis intervenors, NOVA initiated a practical model for community crisis intervention in the aftermath of tragedy that affects large groups of people. Its first crisis response team was fielded in 1986 after the mass murders committed in the Edmond, Oklahoma, Post Office. The success of that effort engendered the National Crisis Response Project, which made trained volunteer crisis intervenors available to address the emotional impact of crime and other disasters. It also influenced the growth of new local and state networks of crisis response teams.

The 1990s and Beyond The 1990s brought depth and maturation to the field. OVC continued to provide not only funding, but also leadership and vision to the field. As new areas of need were identified, OVC created a number of field-initiated projects that highlighted “promising practices” that were worthy of replication.

One may track the events of the decade under the following headings: the new contributions of research to practice; advances in responding to individual trauma victims as well as to groups of people subjected to the same traumatic event; the expansion and deepening of services to underserved victim populations; and the worldwide movement to articulate the rights of victims in the justice system and to adopt measures to enforce those rights.

Research Contributions and Advances in Responding to Victims No one in the early victims’ movement would have turned to neurobiologists to chart their future. That has changed. Research into how the brain processes trauma has shed light on why victims are vulnerable to such lasting disabilities as posttraumatic stress disorder – but more importantly, how trauma victims, usually with help, can mitigate and sometimes master the unwelcome changes inflicted on them.

The research affirms a basic tool of crisis counseling – to permit or even encourage the victim to “ventilate,” to “tell their story.” It now guides the intervenor to ask a set of questions about the event, in chronological order, that help victims organize their thoughts and reactions, and help them to name them in a cohesive whole. This

approach to “structured ventilation,” seeking to implant a “cognitive narrative” where a fractured set of memories resides, often provides a needed balm to the sufferer.

The 1990s also saw the expansion of programs offering crisis intervention to groups of people affected by the same disaster. There emerged a number of different approaches for providing “group crisis interventions” or “debriefings” and while researchers continue to raise questions about the effectiveness of some of these approaches in some circumstances, proponents of “crisis response teams” remain committed to properly adapting the crisis intervention services, which are offered to many thousands of victims every day, to victims too numerous to reach on just an individual basis.

A variant of this service is now used in “family assistance centers” where disaster managers provide one-stop applications for a host of services available to victims of natural disasters or man-made catastrophes such as the attacks of September 11, 2001. Crisis counselors have stepped in to accompany incoming family members through all the service agencies present. Since that journey can take up to 8 hours or longer, having a “companion” skilled in dealing with distressed people makes the experience far more gratifying.

In 1995, OVC first supported the National Victim Assistance Academy (NVAA) sponsored by the Victims’ Assistance Legal Organization. The NVAA includes a research-based 40-hour curriculum on victimology, victims’ rights, and myriad other topics; as of 2003, 2,000 students from every state and territory, as well as from seven other nations, have graduated from the NVAA. In 1998, OVC co-funded the first State Victim Assistance Academy in Michigan. Subsequently, OVC has funded an additional 18 State Academies. In 1999, Colorado, Connecticut, Pennsylvania, Texas, and Utah received first-year funding. In 2002, Arizona, Maine, Maryland, Missouri, and Oregon received first-year funding. In 2003, Georgia, Illinois, and New York received first-year funding. In 2004, California, Minnesota, South Carolina, and Tennessee received first-year funding.

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Expanding and Deepening Victim Services It is well to remember that in the middle of the 20th century, the term “child abuse” had not been coined – much less transformed into a specialized set of medical and social service innovations. “Child sexual abuse” was even slower to be recognized as a significant subset of child victimization. “Domestic violence” may have been used to occasionally describe the “domestics” police agencies responded to by the millions – but in the main, domestic violence was perceived as a family problem, not a crime, much less a violent crime. “Stalking” was a descriptor, to be sure, but not of a common, terrifying crime – until the victims’ movement made it so, with all 50 states and the District of Columbia adopting anti-stalking laws in 1990 and 1991. “Identity theft” was an unknown term and a nonexistent problem before the “Information Age” emerged in the 1990s. Other new crimes, such as telemarketing fraud and cybercrime, arose as a result of the “Information Age.”

To its credit, the victims’ movement has always been fast to recognize patterns of predation that had been overlooked by society, and has tried to respond as quickly to its victims. In the 1990s, the movement began to put technology in service to its ideals.

• The National Victim Center, with support from OVC, sponsored the first national conference on technologies that benefit crime victims in 1998.

• The National Domestic Violence Hotline, established by Congress with strong support from the movement, received more than a million calls from its February 1996 inception though August 2003.

• “Victim Information and Notification Everyday” (VINE) is a proprietary system that, by 2003, provided 36 states and 20 of the Nation’s largest metropolitan areas a method by which victims can call a toll-free number to obtain timely information about criminal cases and the status of their incarcerated offenders, and receive advance notice of those inmates’ change of status, including a scheduled release from custody, by telephone or via the Web.

• OVC’s Victim Services 2000 projects have proven that, with the cooperation of all agencies and aid from innovative technologies, a system can be created that offers a “seamless web” of services where “there are

no wrong doors” for victims to enter into a responsive network of help.

• The Violence Intervention Program, located at the Los Angeles County and USC Medical Center, implemented the first telemedicine project to guarantee that remote areas within the United States and around the world have access to expert evaluations and quality case assessments to protect the rights of victims.

Fueling this progress was the unsteady but substantial increase in revenues into, and grants out of, VOCA’s Crime Victims Fund. From 1990 through 1995, deposits of federal fines ranged between $128 million and $234 million. A large fine paid by Daiwa Bank in 1996 caused the Fund to rise to nearly $530 million the next year. The statute’s “shock absorber” – the state victim assistance administrators’ authority to pay out any one year’s grant over a 4-year span – made the big increase manageable. Three years later, however, deposits jumped to nearly $1 billion, and even as OVC and its constituents pondered how to manage this new windfall, Congress stepped in by imposing a $500 million spending cap (holding the balance in reserve). Congress maintained the use of caps in the years following, with the amount creeping up in most years.

The movement’s disappointment over the cap was tempered by the relative stability of the Fund at about twice the level it enjoyed at the start of the decade. Plainly, the trend of providing ever more services to a larger number of victims continued.

Still, the movement’s progress of reaching those in need was often slow. Indeed, by the 1990s, there were effective services available in some communities heretofore underserved – communities defined by type of crime (homicide, domestic violence among partners); communities defined by geography (low-income urban dwellers and those in rural, remote, or frontier regions of the Nation), or communities within the larger community (immigrants and residents of Indian Reservations, as examples); and communities defined by the age of the offender (the needs and rights of victims of juvenile offenders were identified and addressed in a comprehensive 1994 report published by the American Correctional Association Victims Committee that asserted that “crime victims should not

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be discriminated against based upon the age of their offenders.”)

“Progress” in reaching the underserved too often meant establishing prototypes and “best practices” that still reached a minority of the victims. The pattern continues: there are not enough resources for victim services of any type of hard-to-reach populations.

The exception was the Federal Government’s 1994 commitment to preventing violence against women and helping its victims. The Violence Against Women Act of 1994 (VAWA) packaged some 30 grant programs – a substantial amount aimed at the scourge of domestic violence – with an initial authorization of almost $1 billion dollars over five years. While VAWA advocates experienced some disappointments in the way the programs were designed and focused, they generally took pride in the fact that annual appropriations usually came close to the dollar ceilings authorized, and that the 2000 reenactment (“VAWA II”) included many improvements they had sought.

The Ongoing March for Victims’ Rights At least from the 1980s, the appeal for “victims’ rights” came from victims and survivors who felt they had been maltreated by the justice system. Yet from the outset, they had cogent allies among victim advocates who had seen and heard what the system had done to their clients and were outraged. The sense of injustice felt by victims and their advocates in America resonated with their counterparts worldwide.

Supporters of the United Nations Declaration of Basic Principles of Justice for Victims of Crime and Abuse of Power were encouraged by the reception the Declaration had received, and so through the 1990s came together to craft the “Guide for Policy Makers on the Implementation” of the Declaration and the “Handbook on Justice for Victims” to spur the development of victim assistance programs in support of the Declaration. Years in the making, these documents were finally published in 1999, with the support of OVC.

Victims’ rights and assistance were made integral to United Nations war crimes trials and to such special justice initiatives as South Africa’s Truth and Reconciliation Commission. A latent victims’ right in France to have the victim’s civil claims against a

defendant concurrently considered during the criminal trial revived the “civil party” in prosecutions – with the victim’s lawyer in court, who could now be provided for free by a legal aid attorney. In Germany, the victim’s right to have an attorney in court to speak to all the victim’s interests effectively made the victim a “third party” in the case, with independent rights to question witnesses, call one’s own witnesses, and even appeal rulings and decisions, including sentences, in critical cases.

In the United States, victim advocates did not seek so central a role for victims in the justice system. What they did seek – the rights of victims at least to be present and heard at critical decision points in the prosecution – they pursued vigorously. By the early 1990s, several states had adopted constitutional amendments to insure such rights. By decade’s end, 32 states had so changed their constitutional charters. During this time, the advocates returned to support their ultimate goal – the adoption of such an amendment in the U.S. Constitution. In April 1996, their campaign moved ahead with the introduction of a bipartisan Senate resolution, authored by Senators Jon Kyl (R-AZ) and Dianne Feinstein (D-CA), to propose such an amendment. In the next month, a federal victims’ rights constitutional amendment was endorsed by the U.S. President.

Yet when the Feinstein-Kyl proposal came up for debate on the Senate floor in April 2000, no consensus had been reached with the Clinton Administration on the fine points of the resolution, and so it was withdrawn.

That was no longer an issue upon the 2001 inauguration of George W. Bush as President, who by April of the next year had endorsed the specific language of the revised Feinstein-Kyl resolution.

Yet, on the eve of their second attempt to get a Senate vote on the amendment, in April 2004, the Senators found they did not have the necessary votes for passage – but they did detect interest among opponents in adopting a tough victims’ rights statute. What was quietly fashioned – then adopted in a 96-to-1 Senate vote, and then slightly altered by the House before winning final Congressional approval – is remarkable in two ways.

The History of the Crime Victims’ Movement (continued)

2 0 0 5 N C V R W R E S O U R C E G U I D E 1 1

First, the “Scott Campbell, Stephanie Roper, Wendy Preston, Louarna Gillis, and Nila Lynn Crime Victims’ Rights Act” (honoring five homicide victims whose loved ones became champions of the victims’ rights movement) contains what is by now a standard litany of eight victim rights for victims of federal crimes – but has enforcement provisions found in no other such statute in the United States. And second, it authorizes funding, including for the establishment of free legal clinics for victims, seeking to make sure the law is fully implemented.

Conclusion In the early 1980s, the survival of the crime victims’ movement was in jeopardy. By the late 1990s, that was no longer true. Victims’ rights and services were part of the social service and criminal justice practices. Yet to the “veterans” who lived through that period, the major transformation of the 1980s represented uncertain progress.

Many victim/witness programs have become so institutionalized that assistant prosecutors wouldn’t know how to try a case without such staff.

Yet the “routine” operations of many victim service agencies have many of the movement’s veterans fearing that yesterday’s advocates will become tomorrow’s bureaucrats. Indeed, this was an almost unanimous concern expressed by the senior victim advocates who were interviewed by the OVC Oral History Project for this publication.

“Victims’ rights and services” have become part of the common lexicon, such that many of today’s victims expect respectful and compassionate treatment as a matter of course. It is surely the case that victim services are reaching more people than before, and that more justice officials are honoring crime victims’ rights.

It is also true that each year, tens of thousands of domestic violence victims are denied temporary shelter for lack of space – to cite just one index of the insufficiency of services. And it is also true that, from the available evidence, victims’ rights are more often ignored than honored during criminal prosecutions.

Thanks to the influx of large fine collections, VOCA helped to significantly expand state compensation and local service programs–but Congress imposed spending caps and earmarks on VOCA’s Crime Victims Fund–a trust fund victim advocates had thought was sacrosanct.

The crime victims’ rights movement has matured and become a respected partner in our Nation’s community of social and criminal justice services. Yet the ideals of the movement have yet to be fully realized. There remain significant challenges to overcome before crime victims can be certain of a fair and compassionate response to their plight. For those who brought it into being, the victims’ movement is required to keep moving forward if its mission is to be realized. The continued shared vision and values that promote equal rights for victims of crime will undoubtedly guide this mission.

ABOUT THE AUTHORS John Stein, JD, served as Vice President of the board of the National Organization for Victim Assistance from 1979-1981. In 1981, he became NOVA’s Deputy Director, a position he still holds today. He has been a national victim advocate for more than 30 years.

Marlene Young, Ph.D., JD, is a founding member, and former President, of the National Organization for Victim Assistance and has served as Executive Director since 1981. She has been a national victim advocate for more than 30 years.

The History of the Crime Victims’ Movement (continued)

2 0 0 5 N C V R W R E S O U R C E G U I D E1 2

Endnotes

1. See, as examples: a. Mendelssohn, B. 1946. “New bio-psycho-social horizons:

victimology.” Unpublished report. This appears to be the first official designation of “victimology,” although Mendelssohn traces the evolution of the term to his first study: Mendelssohn, B. 1937. “Method to be used by counsel for the defence in the researches made into the personality of the criminal.” Revue de Droit Penal et de Criminologie, Bruxelles, aout-sept-oct., p. 877.

b. von Hentig, H. 1948. The Criminal and His Victim, Studies in the Sociology of Crime. New Haven: Yale University Press.

c. Ellenberger, H. 1954. “Relations psychologiques entre le criminel et sa victime.” Revue internale de criminology et de police technique 2(8): 121.

2. Schafer, Stephen. 1968. The Victim and His Criminal: A Study in Functional Responsibility. New York: Random House.

3. Schafer, Stephen. 1965. “Criminal-Victim Relationship in Violent Crimes.” Unpublished research. U.S. Department of Health, Education, and Welfare, MH-07058.

4. See these: a. Biderman, A.D., L.A. Johnson, J. McIntyre and A.W. Weir. 1967.

Report on a Pilot Study in the District of Columbia on Victimization and Attitudes Toward Law Enforcement. President’s Commission on Law Enforcement and Administration of Justice, Field Surveys I. Washington, D.C.: U.S. Government Printing Office.

b. Ennis, P.H. 1967. Criminal Victimization in the United States: A Report of a National Survey. President’s Commission on Law Enforcement and Administration of Justice, Field Surveys II. Washington, D.C.: U.S. Government Printing Office.

c. Reiss, A.J., Jr. 1967. Studies in Crime and Law Enforcement in Major Metropolitan Areas. President’s Commission on Law Enforcement and Administration of Justice, Field Surveys III. Washington, D.C.: U.S. Government Printing Office.

d. Hindelang, M.J. 1976. Criminal Victimization in Eight American Cities: A Descriptive Analysis of Common Theft and Assault. Cambridge: Ballinger.

e. Hindelang, M.J., M.R. Gottfredson and J. Garofalo. 1978. Victims of Personal Crimes: An Empirical Foundation for a Theory of Victimization. Cambridge: Ballinger.

5. Hindelang, M.J. 1982. “Victimization Surveying, Theory and Research.” The Victim in International Perspective. Berlin, Germany: de Gruyter.

6. Goldberg, A.J. 1970. “Preface: Symposium on Governmental Compensation for Victims of Violence.” Southern California Law Review 43(1970).

7. Cannavale, Frank J. Jr. and William D. Falcon, editor. 1976. Witness Cooperation. Lexington, MA: Lexington Books.

8. Stein, J.S. and R. White. 1977. “Better Services for Crime Victims.” Unpublished volume in the “Prescriptive Package” series. U.S. Department of Justice, Grant Number 76-NI-99-0021.

9. Bard, Morton and Dawn Sangrey. 1979. The Crime Victim’s Book. New York: Brunner/Mazel.

10. Harrington, L. H. (Chair) 1982. President’s Task Force on Victims of Crime: Final Report. Washington, D.C.: U.S. Government Printing Office.

11. NOVA archive documents, 1997.

12. Judge Merton Tice, NOVA archive documents, 1997.

The History of the Crime Victims’ Movement (continued)

2 0 0 5 N C V R W R E S O U R C E G U I D E 1 3

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Types of evidence: direct, circumstantial, inculpatory, exculpatory, corroborative, witness, and hearsay evidence

Types of Evidence

Discussion: In this lesson, we have looked at the following types of evidence: direct, circumstantial, inculpatory, exculpatory, corroborative, witness, and hearsay evidence. Pick one (1) type of evidence for your discussion post. Define that type of evidence (including a citation) and then discuss what you believe is a challenging aspect of that type of evidence for the investigator. For example, direct evidence often includes witness testimony. What kinds of issues do you think can arise with witness testimony? Or, can exculpatory evidence can change the direction of an investigation and what impact does this have on the case and the investigator’s theory of the case?

Requirements:

  • Your initial post should be a minimum of 300 words. 

TEXTBOOK LINKS

Brown, Thomas. (2019), “Criminal Investigation”. Virginia Wesleyan University. OERCommons. eBook. Viewed from: https://www.oercommons.org/courses/criminal-investigation/view# 

Lewandowski, Carla and Jeff Bumgarner. (2021) “Criminal Justice in America: The Encyclopedia of Crime, Law Enforcement, Courts and Corrections”, Santa Barbara, CA: ABC-CLIO, Volumes 1 and 2: Available Online via EGCC Gale EBooks at: Gale eBooks, link.gale.com/apps/pub/69TZ/GVRL?u=steu43952&sid=bookmark-GVRL 

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Shoulder tap crime, based on the typical manner a request by a minor for an adult to buy alcohol occurs

https://www.justia.com/criminal/docs/calcrim/2900/2964/

Shoulder Tap Crime

Most states make it a crime to purchase alcohol for a minor, sometimes called the shoulder tap crime, based on the typical manner a request by a minor for an adult to buy alcohol occurs. These crimes generally do not require proof that the defendant knew the person was underage.

·         Should the same strict liability apply to a host of a party that is attended by both adults and minors, where alcohol at the private party is furnished to both?

·         Should a host be able to offer evidence that he reasonably believed the minor was old enough to drink?

·         Would it help your case if the jurisdiction made such a defense available to bars and liquor stores that required buyers to provide proof of age?

·         Use the following case to help guide your analysis:

California Criminal Jury Instructions

Your analysis should be a minimum of two pages in length and follow APA formatting and citation guidelines.

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EPISODES FROM FUNDAMENTALS OF SUSTAINABLE LIVING

For this assignment, you are required to attend a public meeting at one of the following types of organizations:

Neighborhood association

Non-profit organization (sustainability related)

Municipalities

Businesses

If you are not able to locate a suitable meeting, please watch one episode of one of the following documentary series, and analyze instances of stakeholder engagement in your response to the assignment prompts:

EPISODES FROM FUNDAMENTALS OF SUSTAINABLE LIVING

 Making your lifestyle footprint …

Episode 1: Making your lifestyle footprint regenerative

(opens in a new tab)

. In Fundamentals of sustainable living. (2015). The Great Courses.

Summary: What does it mean to live sustainably? How can we better live within the biophysical limits of the planet without engaging in self-denial? Begin to answer these questions here as you consider how your choices of home, food, transportation, energy, and more promote a sustainable lifestyle (29 min.).

 Green economics: Living well

Episode 10: Green economics: Living well.

(opens in a new tab)

 In Fundamentals of sustainable living. (2015). The Great Courses.

Summary: What does a sustainable economy look like? Take an in-depth look at the core concepts necessary for an economy that meets people’s material needs while respecting the hierarchy of sustainability and working in service to humanity and nature. Such ideas include a steady state economy and the movement for degrowth (31 min.).

EPISODES FROM FOOD FORWARD

 Urban agriculture across America

Episode 1: Urban agriculture across America

(opens in a new tab)

. (2014). In Food forward. PBS.

Summary Learn how the explosion of urban agriculture is revitalizing local economies and creating jobs (25 min.).

 School lunch revival

Episode 7: School lunch revival.

(opens in a new tab) In Food forward. (2014). PBS.

Summary: All public school kids have access to free or reduced price lunch, but affordability doesn’t necessarily mean it’s good for them. Detroit’s renegade lunch lady is not only serving kids healthy food, she has them growing it, too. Houston schools are joining a national movement with “seed to plate” classroom cooking, and in North Carolina, a new generation of service members is connecting farmers and schools (25 min.).

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PLUS THE VIDEOS IF NEEDED TO BE WATCHED ILL ADD THE LINKS BELOW

EPISODES FROM FUNDAMENTALS OF SUSTAINABLE LIVING

1. https://www.kanopy.com/en/product/168077?vp=riosalado AND https://riosalado.kanopy.com/video/fundamentals-sustainable-living-green-econom

EPISODES FROM FOOD FORWARD

2.https://riosalado.kanopy.com/video/urban-agriculture-across-america AND https://riosalado.kanopy.com/video/school-lunch-revival

Field Trip Observation Report Rubric

Response is complete: 3 pts

Response to item #5 clearly describes the subject of the meeting (i.e. the problem or project): 3 pts

Rationale for responses to items #6-9 accurately identifies the stakeholder types as described in the lesson and other resources. 16 points

Rationale for response to item #10 demonstrates competently identifies the stakeholder engagement strategies described in the lesson and other resources. 4 points

Rationale for response to item #11 demonstrates competently appraises the effectiveness the stakeholder engagement strategies described in the lesson and other resources. 4 points

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mental health educational poster that can be used by consumers their carers / family and significant

Aim of the Assessment
Students will have the opportunity to develop their creativity and written skills as they create a
mental health educational poster that can be used by consumers their carers / family and significant
others. The poster will provide educational information that is easy to understand by non-
professionals. With the use of non-jargonistic language and some visual information, you will be able
to communicate your knowledge and provide education to help promote mental health and
recovery of consumers and their carers/family/significant others. You will need the scenario
called Mike’s story for both Assessments 2 and 3.
Task
You are to create and submit a 400-word A4 poster via Turnitin with a reference list in a separate
Word document.
• Using the scenario Mike’s story, you will choose a topic to create a poster that will help Mike
and his carers/family and significant others to have a better understanding of Mike’s mental
ill-health or illness and help the consumer move closer to their recovery.
• This poster should be educational, help promote good mental health and easily understood
by non-health professionals.
• HINT: To help you, think of some topics that you would like to provide Mike and his
carers/family/significant others from the scenario (Mike’s story), that would help promote
positive mental health and recovery. Think of information that could help with early
intervention to prevent mental ill-health or mental illness for Mike. The poster should
effectively communicate the key message in an engaging and succinct manner.
• Use evidence-based information with a minimum of 5 relevant, current, peer-reviewed
academic resources.
Here are some ideas and topics that you many find helpful and would like to use:
• What is anxiety?
• Antidepressants – information for consumers’ carers/family/significant others
• Mental Health Recovery
• Preventing Stigma in mental health
• Importance/role of carer/family / significant other in mental health recovery.
What to include in my poster?
At a minimum students should include:
1. Student name and student ID
2. A title that clearly indicates your topic (you can make it catchy)
3. Significance of topic – You can start by explaining why your topic is important.
4. Statement about the incidences of the mental health issue/s in Australia.
5. Explain how your topic can facilitate recovery and promote wellbeing.
6. Future directions (consider what needs to be done to sustainably support recovery and
wellbeing of mental health consumers).Tips
• A poster is a visual representation of your chosen topic.
• Use graphs, tables, diagrams, and images where appropriate. Use colour to attract attention
and give your work some impact.
• Ensure that all graphics and visual images are relevant to your topic.
• Keep it simple, clear, and concise. Use language that is academic, professional and recovery
orientated. Avoid jargon, acronyms, and stigmatising.
• The poster needs to be eye-catching, attractive, and engaging but avoids overcrowding of
information.
• The poster needs to be an A4 page.
• What software to use: You may use PowerPoint, Word, Adobe Illustrator, Photoshop, Canva
to name a few.
Mike’s story
Mike is a 21-year-old male who presented in Emergency Department (ED) with thoughts of self-harm,
agitation and insomnia. He was brought in by his flatmate who
is a student nurse, who had noticed the changes in his mental health. He has not been sleeping well
and gained weight over the last two years. Mike has moved
from Melbourne to Sydney to study engineering at university. After two years of working part time in
a construction firm, he was given the opportunity to supervise
some of his co-workers. This is a new role and Mike found this to be very challenging, particularly as
he is required to supervise a crew. He wants to show his
supervisors that he can do the job. When he arrived in ED, he was agitated, had minimal eye contact,
difficult to engage and would only engage with a handful of
the nurses.
Lately, he has been having trouble sleeping. A GP from a medical centre prescribed Temazepam
20mg nocte. He also started taking Phenergan 10mg to help him
sleep. He has previously taken Phenergan for his allergies which he can buy from the chemist without
a prescription. He thought this might help with his sleepless
nights. He has been watching shows in his iPad in bed at night, in the hope that it would help him go
to sleep. The medications did not help and instead, he stated
that it kept him more awake at night. He started smoking marijuana to help manage his insomnia
with very little effect. He stated that he has intermittent sleep and
has not slept properly for 6 days.
He has been supported by his GP and a private psychologist since he was 19 years old, when he was
first diagnosed with anxiety. However, since he moved to
Sydney, he has not found a GP in Sydney that he can trust. He continues to be on Fluoxetine 20mg
daily but feels that he needs it reviewed because of his low mood.
He voiced that his long-term goal is to cease the medication and ‘this would what make me feel like I
have recovered’. He expressed that he is not ready to stop his
medications. Mike admitted that he previously had thoughts of harming himself by crashing his
car. This was the reason his GP commenced him on Fluoxetine and
Mike started seeing a psychologist who helped him with his self-harm thoughts which helped him.
However, these self-harm thoughts and feelings are starting to
return, and he does not want these thoughts to consume his life again.He does not have any family in Sydney. He is reluctant to tell his family in Melbourne about the
changes in his mental health. They do not know that he is on
medications for his anxiety. He stated that although his family are very supportive, he did not want
to burden them with his problems. He knows that his mother
would want him to go back home to Melbourne. He said that going back home would make him feel
like he failed. ‘I am an adult and not a child anymore’.
Mike started to feel inadequate, constantly second guessing himself and was irritable at work. He
also started to gain weight since he started on Fluoxetine two
years ago. He does not have the time nor the energy to exercise due to work and study. He really
wants to lose weight and go back to his ideal weight to play football
again. But he feels unmotivated at the moment due to his mood. He is too scared to go to Employee
Assistance Program (EAP) at work and does not want to let his
supervisors know. He does not want to be seen as incompetent at his new role as supervisor

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deepest connection with your life experience

The last 7 weeks has taken you through some of the treasures of the Humanities, and while it is impossible to touch on every culture or time era in one course, we hope you have gained an appreciation and new interest in exploring the ways the human experience is celebrated and preserved for future generations.

  • In your first paragraph
    • Share one or two of the artifacts covered in our course that made the deepest connection with your life experience.
    • Describe the artifact, explain its history, and discuss the ‘how’ and the ‘why’ the artifact connected with you in a meaningful way.
  • In your second paragraph
    • Provide insights on your overall experience in the Humanities.
    • Are there historical periods you would like to explore further, and if so, which ones?
    • Are you considering a trip to a museum to see more artifacts in person or ‘Googling’ for some of the massive online museum collections?
    • Finally, did the course help you to see that regardless of the differences people will always have in terms of culture, geography, etc., there are far more things that unite us and far more reasons to celebrate each contribution to the Humanities?

You will not need research in any of your responses, but if you choose to, remember to use credible sources and provide in-text citations along with reference entries in APA format.

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