Course_SyllabusPSY230THEORIES_OF_PERSONALITY_I_THINK_THEREFORE

Course Syllabus

PSY/230 THEORIES OF PERSONALITY: I THINK, THEREFORE WHO AM I? Course Start Date: May 20, 2013 Course End Date: July 21, 2013

Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document.

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Facilitator Information

Kami Himes [email protected] (University of Phoenix) [email protected] (Personal) 815-218-7555 (CST)

Facilitator Availability I am available from 11 a.m.- 8 p.m. Central Time on most days, but I attempt to reserve Sunday for my family. On Saturdays, I tend to be online in the morning only. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to make it easier to communicate with me, and not to limit our contact. Feel free to text me as well at (815) 218-7555 (and be sure to identify yourself!)

For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to my personal email address. In the event a third party needs to contact me, please direct them to my contact information listed under "facilitator information." No third party should use your login credentials to gain access to the classroom.

BOOKS, SOFTWARE, OR OTHER COURSE MATERIALS

McAdams, D. (2009). The person: A new introduction to personality psychology. (5th ed.). Hoboken, NJ: John Wiley & Sons.

Axia Writing and APA Handbook (see file in our classroom’s course materials)

Where to Go to Class Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone. Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related to the course content. This is the forum to which we will send our bios. Course-Materials: This is a read-only forum, which means you can read messages here but cannot send any. This is where I will post the course syllabus and materials. Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum. You can ask questions here. However, if you have general questions about instructions of assignments, please post those in the Main forum, since other students may benefit by that exchange as well.

Where to Submit Your Assignments Assignment Section: This is where you will submit all formal assignments. Navigate to the Assignments link on eCampus. Locate the link to submit your assignment as an attachment.

Policies For class policies, please see the "Policies" link on the left side of the Materials page for the course on eCampus. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within that link. University policies are subject to change so please be sure to read them at the beginning of each class as it may have changed since your last class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities it is important you read the policies governing your current class modality.

Late Assignments

Late assignments receive a 10% deduction for each day they are late if assignments are not posted by 11:59 p.m. M.S.T. on the day they are due. Assignments more than 4 days late will not be accepted. Technological issues are not considered valid grounds for late assignment submission. In the event of a University of Phoenix server outage, students should submit assignments to the instructor and when systems are restored, submit those assignments according to syllabus instructions. Unless an Incomplete grade has been granted, learner assignments submitted after the last day of class will not be accepted.

Technical Support Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form . Answers to the most common issues are found in the Knowledge Base by clicking Help, found at the top of every student Web site.

Feedback Each week, I will provide grades or scores and comments on assignments within 6 days of when they were submitted. After I send feedback each week, I will post a notification in your individual forum.

Grading Formula

Percentage %	Grade
95+	A
90-94	A-
87-89	B+
84-86	B
80-83	B-
77-79	C+
74-76	C
70-73	C-
67-69	D+
64-66	D
60-63	D-
<59	F

Course Description What is theory? What is personality? What is your theory of your personality? This course introduces the student to a number of personality theorists, their personalities, and their views in offering insight in to the question of the self. Psychoanalytic, social, behavioral, traits, biological, humanistic, and cognitive are some of the theories that will be discussed in this course.

Course Materials

McAdams, D. P. (2009). The person: An introduction to the science of personality psychology (5th ed.). Hoboken, NJ: Wiley.

All electronic materials are available on the student website.

Course Objectives:

Week One:

Objectives

1.1 Describe the five basic dispositional traits.

1.2 Discuss the three levels of personality.

1.3 Explain the three steps of the scientific process as applied to personality psychology.

Week Two:

Objectives

1.4 Describe the three historic periods of modern personality psychology.

1.5 Summarize key concepts of behaviorism and of Bandura’s social-learning theory.

Week Three:

Objectives

3.1 Describe the qualities of an effective trait inventory.

3.2 Compare mechanistic and reciprocal interactionism.

3.3 Compare and contrast the different positions of the nature of traits as presented by 20th-century theorists.

Week Four:

Objectives

1.6 Discuss the meaning and implications of the Big Five basic trait clusters.

Week Five:

Objectives

1.7 Distinguish between absolute continuity and differential continuity.

1.8 Discuss trait continuity patterns from infancy through adulthood.

1.9 Compare genetic and environmental influence on trait origins and development.

Week Six:

Objectives

1.10 Compare and contrast the psychoanalytic, humanistic, and diversity views of human motivation.

Week Seven:

Objectives

1.11 Describe how cognitive styles influence personality.

1.12 Examine the major components of social-cognitive theory.

1.13 Analyze George Kelly’s theory of personal constructs.

Week Eight:

Objectives

1.14 Examine Erik Erikson’s eight stages of life.

1.15 Explain Jane Loevinger’s stages of ego development.

Week Nine:

Objectives

1.16 Compose a personal narrative identity.

1.17 Construct a unique personality theory.

Point Values for Course Assignments

ASSIGNMENTS	Points
Week 1: PERSONALITY THEORIES
Discussion Questions	10
Participation	10
Checkpoint: Observations	30
Week 2: Social-Learning Theory and Behavior .
CheckPoint: History of Personality Psychology	30
Assignment: Personality Theory Presentation	100
Week 3: The Nature of Traits .
Discussion Questions	10
Participation	10
Checkpoint: Interactionism	30
Week 4: Basic Traits .
CheckPoint: The Clusters	30
Assignment: Character Evaluation	100
Week 5: Personality Traits Over Time .
Discussion Questions	10
Participation	10
Checkpoint: My Experience	30
Week 6: Human Motivation .
CheckPoint: Motivation Theories	30
Assignment: Motivation Evaluation	100
Week 7: Social-Cognitive Theory .
Discussion Questions	10
Participation	10
Checkpoint: Personal Constructs	30
Week 8: Stages of Life and Development .
CheckPoint: Stages of Ego Development	30
Assignment: Erikson’s Timeline	100
Week 9: Narrative Identity and You .
Capstone Discussion Question	20
Participation	10
Final Project: Personal Narrative	250

Total Points Possible for this class:	1,000

Week One May 20, 2013 – May 26, 2013

	*Details*	*Due*	*Points*
Objectives	1.18 Describe the five basic dispositional traits. 1.19 Discuss the three levels of personality. 1.20 Explain the three steps of the scientific process as applied to personality psychology.
Course Preparation	Read the course description and objectives. Read the instructor’s biography and post your own.	5/20/12 5/20/12
Readings	Read Appendix A. Read Ch. 1 & 3 of The Person.
Participation	Participate in class discussion.	4 days	10
Discussion Questions	Respond to weekly discussion questions.	TU: 5/21 TH: 5/23	10
CheckPoint Observations	Write a 200- to 300-word response to the following: How have you used the scientific process (unsystematic observation, building theories, and evaluating propositions) in your life to better understand your personality? Provide an example in your response.	Friday 5/24/13	30

Weekly Reminders

Weekly Checkpoints

Weekly checkpoints will be required in this course but not counted as class participation. They will be graded separately.

Discussion Questions

Discussion question responses will not count towards the class participation requirement and will be evaluated separately. Only posts in the Main classroom forum will count towards your class participation score.

Participation

All Week: Remember to participate in the class discussions 4 out of 7 days during the week.

Summary of Week 1 Deliverables:

Discussion Questions 1 and 2

Participation (4 of 7 days of substantive posts!) Checkpoint

Week Two May 27, 2013 – June 2, 2013

	*Details*	*Due*	*Points*
Objectives	1.21 Describe the three historic periods of modern personality psychology. 1.22 Summarize key concepts of behaviorism and of Bandura’s social-learning theory.
CheckPoint History of Personality Psychology	Resource: pp. 21-26 in Ch. 1 of The Person and Appendix B List and explain at least five of the events or major concepts found in each of the three historic periods of personality psychology.	Friday 5/24	30
Individual Personality Theory Presentation	As an expert in the field of personality theory, you have been asked to present at a large Psychology conference. The focus of your presentation is behaviorism and social-learning theory. Create a 10- to 12-slide PowerPoint® presentation on behaviorism and social-learning theory. Include speaker notes and graphics, use appropriate font size, limit text on each slide to five lines, and use approximately five words per bulleted item. Incorporate key concepts from the following theories in your presentation: · Behaviorism – Classical conditioning, operant conditioning, reinforcement, tabula rasa, etc. · Bandura’s social-learning theory – Information on observational learning and self-efficacy	Sunday 6/02	100

Weekly Reminders

Weekly Checkpoints

Weekly checkpoints will be required in this course but not counted as class participation. They will be graded separately.

Summary of Week 2 Deliverables:

Checkpoint

Assignment

Week Three June 3, 2013 – June 9, 2013

	*Details*	*Due*	*Points*
Objectives	1.23 Describe the qualities of an effective trait inventory. 1.24 Compare mechanistic and reciprocal interactionism. 1.25 Compare and contrast the different positions of the nature of traits as presented by 20th-century theorists.
Readings	Read Appendix A. Read Ch. 4 & 5 of The Person.
Participation	Participate in class discussion.	4 days	10
Discussion Questions	Respond to weekly discussion questions.	TU: 6/4 TH: 6/6	10
CheckPoint Interactionism	Resource: Table 4.1 on p. 110 of The Person. Observe a social gathering. Post a 200- to 300-word response to the following: What influence does culture have on personality? Do you see a person’s reaction to something as separate from social experience or as a result of social experience? Which one of the four positions of the nature of traits do you agree with most and why? Compare and contrast your position against one of the other four positions of the nature of traits.	Friday 6/7	30

Weekly Reminders

Weekly Checkpoints

Weekly checkpoints will be required in this course but not counted as class participation. They will be graded separately.

Discussion Questions

Participation

All Week: Remember to participate in the class discussions 4 out of 7 days during the week.

Summary of Week 3 Deliverables:

Discussion Questions 1 and 2

Participation (4 of 7 days of substantive posts!) Checkpoint

___________________________________________________________________________________________ Week Four June 10, 2013 – June 16, 2013

	*Details*	*Due*	*Points*
Objectives	1.26 Discuss the meaning and implications of the Big Five basic trait clusters.
CheckPoint The Big Five	Resource: The Person Select three of the Big Five personality traits. Explain in 200 to 300 words where you think you fall within the spectrum of each. Of the five traits, where do you think your personality fits overall?	Friday 6/14	30
Individual Character Evaluation	Think about a character from one of your favorite films or books, fictitious or biographical. Write a 350- to 700-word paper that describes the character’s personality in terms of the Big Five personality traits. Provide specific examples of how these personality characteristics affect the character’s choices. Cite the film you used as a reference. Format consistent with APA guidelines.	Sunday 6/16	100

Weekly Reminders

Weekly Checkpoints

Weekly checkpoints will be required in this course but not counted as class participation. They will be graded separately.

Summary of Week 4 Deliverables:

Checkpoint

Assignment

Week Five June 17, 2013 - June 23, 2013

	*Details*	*Due*	*Points*
Objectives	1.27 Distinguish between absolute continuity and differential continuity. 1.28 Discuss trait continuity patterns from infancy through adulthood. 1.29 Compare genetic and environmental influence on trait origins and development.
Readings	Read Appendix A. Read Ch. 6 & 7 of The Person.
Participation	Participate in class discussion.	4 days	10
Discussion Questions	Respond to weekly discussion questions.	TU: 6/18 TH: 6/20	10
CheckPoint My Experience	Think about an experience, positive or negative, that has affected the course of your life. Post a 200- to 300-word response to the following: Do you think this event changed your personality? If it has changed your personality, how has your personality been changed? If the event has not changed your personality, why not? How much of your personality do you think has been determined by environmental influence versus genetic influence?	Friday 6/21	30

Weekly Reminders

Weekly Checkpoints

Weekly checkpoints will be required in this course but not counted as class participation. They will be graded separately.

Discussion Questions

Participation

All Week: Remember to participate in the class discussions 4 out of 7 days during the week.

Summary of Week 5 Deliverables:

Discussion Questions 1 and 2

Participation (4 of 7 days of substantive posts!) Checkpoint

Week Six June 24, 2013 – June 30, 2013

*Week Six: Human Motivation*
	*Details*	*Due*	*Points*
Objectives	1.30 Compare and contrast the psychoanalytic, humanistic, and diversity views of human motivation.
CheckPoint Motivation Theories	Post a 200- to 300-word response to the following: Which of the motivation theories do you agree with most? Which of the theories do you agree with least? Explain your position.	Friday 6/28	30
Individual Motivation Evaluation	Select a famous person in the media or in history and think about a choice the person has made. Write a 350- to 700-word paper profiling this person and explain how each of the three views of motivation—psychoanalytic, humanistic, and diversity—may help understand his or her reasoning and choice. Include a summary of the concepts and terms from Henry Murray’s theory of needs. Format your paper consistent with APA guidelines.	Sunday 6/30	100

Weekly Reminders

Weekly Checkpoints

Weekly checkpoints will be required in this course but not counted as class participation. They will be graded separately.

Summary of Week 6 Deliverables:

Checkpoint

Assignment

Week Seven July 1, 2013 – July 7, 2013

	*Details*	*Due*	*Points*
Objectives	1.31 Describe how cognitive styles influence personality. 1.32 Examine the major components of social-cognitive theory. 1.33 Analyze George Kelly’s theory of personal constructs.
Readings	Read Appendix A. Read Ch. 8–10 of The Person.
Participation	Participate in class discussion.	4 days	10
Discussion Questions	Respond to weekly discussion questions.	TU: 7/02 TH: 7/04	10
CheckPoint Personal Constructs	Explain the concept of personal constructs. What is a personal construct? How are personal constructs related to social perspectives? What is the relationship between personal constructs and behavior? Compose your response in a single, 200- to 300-word post.	Friday 7/05	30

Weekly Reminders

Weekly Checkpoints

Weekly checkpoints will be required in this course but not counted as class participation. They will be graded separately.

Discussion Questions

Participation

All Week: Remember to participate in the class discussions 4 out of 7 days during the week.

Summary of Week 7 Deliverables:

Discussion Questions 1 and 2

Participation (4 of 7 days of substantive posts!) Checkpoint

Week Eight July 8, 2013 – July 14, 2013

	*Details*	*Due*	*Points*
Objectives	1.34 Examine Erik Erikson’s eight stages of life. 1.35 Explain Jane Loevinger’s stages of ego development.
CheckPoint Stages of Ego Development	Explain Jane Loevinger’s stages of ego development in 200 to 300 words. Include manifestations that might appear during each of the stages.	Friday 7/12	30
Individual Erikson’s Timeline	Write a 350- to 700-word paper that explains which of Erikson’s eight stages of life you believe you are currently in. Explain why you think you are at that stage and describe that stage in your paper. What is the central question posed during that stage? How have you consciously or unconsciously sought to answer that question? Provide specific examples. Choose someone you know who you think is at another stage in his or her life. Briefly describe that stage. What is a central question posed during that stage? How has this person consciously or unconsciously sought to answer that question? Provide specific examples. Format your paper consistent with APA guidelines.	Sunday 7/14	100

Weekly Reminders

Weekly Checkpoints

Weekly checkpoints will be required in this course but not counted as class participation. They will be graded separately.

Summary of Week 8 Deliverables:

· Checkpoint

· Assignment

Week Nine July 5, 2013 – July 21, 2013

	*Details*	*Due*	*Points*
Objectives	1.36 Compose a personal narrative identity. 1.37 Construct a unique personality theory.
Participation	Participate in class discussion.	4 days	10
Capstone Discussion Question	Respond to the capstone discussion question. · Post your response to the following: Integrate multiple ideas from theorists you have studied during this course to construct your own personality theory. Using the text to support your theory, address the following questions: How is personality developed? What roles do genetics and environment play in personality development? How do experiences influence personality? How is a person motivated?	Wed 7/17	20
Final Project Personal Narrative	Review the Final Project Overview in Appendix A. Review your responses to CheckPoints in Weeks Three and Five. Write a 700- to 1,050-word personal narrative that addresses the following questions: · How have you seen the purpose and meaning of your life evolve over the past 5 years? What events have led to this evolution? Describe how one of the theories from your text might explain this evolution. Use specific concepts and terminology from the theory in your answer. · What roles have religion, race, culture, family, and gender played the development of your personality? · Suppose you might change one of the major episodes of your life (your earliest memory, a turning point, a high point, or a low point, for example). What change would you make and why? Format your paper consistent with APA guidelines.	Sunday 7/21	250

Weekly Reminders

All Week: Remember to participate in the class discussions 4 out of 7 days during the week.

Summary of Week 9 Deliverables:

· Capstone DQ

· Participation (4 of 7 days of substantive posts still required for this final week)

· Assignment

NOTE:

No Assignments will be accepted after the last day of class, so be sure you have your assignment submitted no later than 11:59pm Sunday night! No excuses will be accepted.

Copyright

University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.

Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.

Edited in accordance with University of Phoenix® editorial standards and practices.

APA Formatting

You are responsible for learning how to write your papers using APA formatting!

There is no way to receive an “A” in this class, if you do not follow APA formatting OR show me that you are, at least, trying :-)

~ ~ ~

Axia provides a wonderful tool to help you learn this! Examples are in the Writing Handbook that can be found online in our classroom AND in our classroom Course Materials forum. Please print this off and use it!

Some websites for you to use as well, are:

� HYPERLINK "http://www.apastyle.org" �www.apastyle.org�

� HYPERLINK "http://www.owl.english.purdue.edu/owl/resource/560/01" �www.owl.english.purdue.edu/owl/resource/560/01�

Follow this link for a quick tutorial!

� HYPERLINK "http://www.youtube.com/watch?v=9pbUoNa5tyY&feature=youtube_gdata_player" �http://www.youtube.com/watch?v=9pbUoNa5tyY&feature=youtube_gdata_player�

Syllabus | 11

Course Syllabus

College of Criminal Justice and Security

CJS/200 Version 6

Foundations of the Criminal Justice System

Course Description

This course is an introductory overview of the organization and jurisdictions of local, state, and federal law enforcement, judicial and corrections agencies, and processes involved in the criminal justice systems. It examines the historical aspects of the police, the courts, and the correctional system, as well as the philosophy. Additionally, career opportunities and qualifying requirements, terminology, and constitutional limitations of the system will also be covered.

Policies

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

· University policies : You must be logged into the student website to view this document.

· Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Course Materials

Schmalleger, F. (2011). Criminal justice today: An introductory text for the twenty-first century (11th ed.). Upper Saddle River, NJ. Pearson Prentice Hall.

All electronic materials are available on the student website.

*Week One: The Criminal Justice System*
	*Details*	*Due*	*Points*
Objectives	1.1 Define crime and its relationship to law. 1.2 Describe the two most common models of how society determines which acts are criminal. 1.3 Identify choice theories of crime and their underlying assumptions. 1.4 Identify instruments for measuring crime.
Course Preparation	Read the course description and objectives. Read the instructor’s biography and post your own.
Reading	Read Ch. 1 of Criminal Justice Today.
Reading	Read Ch. 2 of Criminal Justice Today.
Reading	Read Ch. 3 of Criminal Justice Today.
Reading	Read Ch. 4 of Criminal Justice Today.
Reading	Read this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		10
Discussion Questions	Respond to weekly discussion questions.		10
Exercise APA Review	Review the Tutorials and Guides section located in the Center for Writing Excellence website. Review the Samples section, specifically the APA Sample Paper. Review the APA Information section.
CheckPoint Criminal Acts and Choice Theories Response	Write a 250- to 350-word response in which you describe choice theories and how they relate to crime. Describe the common models for society to determine which acts are considered criminal. Explain how choice theories of crime affect society. Follow APA formatting standards. Follow essay and academic writing standards. Post your CheckPoint as an attachment. Post the Certificate of Originality as an attachment Due Day Five (5)		30

*Week Two: The Criminal Justice System*
	*Details*	*Due*	*Points*
Objectives	1.5 Describe governmental structure and its relationship to criminal justice. 1.6 Describe the components of the criminal justice system and the criminal justice process. 1.7 Explain the differences between major crime-reporting programs in the United States. 1.8 Describe crime rates, arrest rates, and clearance rates in the United States.
Exercise CJi Interactive	Complete the following learning modules in CJi Interactive located on the student website: · Ch. 1: The Criminal Justice System · Criminal Justice Goals · Criminal Justice Process · Due Process vs. Crime Control · Ch. 2: Defining and Measuring Crime · Defining Crime · How Crimes are Measured · Violent Crime · Property Crime · White Collar and Organized Crime View the following videos in CJi Interactive located on the student website: · Ch. 1: The Criminal Justice System · Myth v. Reality: Crime has been Steadily Increasing · Issue 1: Is the Criminal Justice System Really a System · Ch. 2: Defining and Measuring Crime · Myth v. Reality: Street Crime is More Costly to Society than White-Collar Crime · Issue 1: Crime v. Deviance · Issue 2: Full Law Enforcement: Actuality or Imagination? Complete the following simulations in CJi Interactive located on the student website: · Ch. 1: The Criminal Justice System · The Criminal Justice Funnel · Ch. 2: Defining and Measuring Crime · The Extent of Crime
CheckPoint Crime Reporting and Rates Response	Write a 250- to 350-word response in which you address the following questions: · What is the purpose of major crime-reporting programs? What makes a successful crime-reporting program in the United States? · How do crime rates relate to arrest rates and clearance rates? Is there a way to improve the correlation between crime rates, arrest rates, and clearance rates in the effort to combat criminal activity? Follow APA formatting standards. Follow essay and academic writing standards. Post your response as an attachment. Post the certificate of originality as an attachment Due Day Five (5)		30
Individual Criminal Justice System Paper	Write a 500- to 800-word paper in which you explain the components of the criminal justice system and the criminal justice process. Include how the structure of the government relates to the criminal justice system. Format your paper consistent with APA guidelines. Follow essay and academic writing standards. Post your paper as an attachment. Post the certificate of originality as an attachment. Due Day Seven (7)		100

*Week Three: The Police: History and Agencies*
	*Details*	*Due*	*Points*
Objectives	1.9 Describe the historical development of police agencies and their jurisdiction. 1.10 List five main types of law enforcement agencies and the various agencies under the control of the U.S. Department of Homeland Security. 1.11 List three primary purposes of police patrol.
Reading	Read Ch. 5 of Criminal Justice Today.
Reading	Read Ch. 6 of Criminal Justice Today.
Reading	Read Ch. 7 of Criminal Justice Today.
Reading	Read Ch. 8 of Criminal Justice Today.
Reading	Read this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		10
Discussion Questions	Respond to weekly discussion questions.		10

*Week Four: Law Enforcement in Today’s Society*
	*Details*	*Due*	*Points*
Objectives	1.12 Outline four major sources that may provide probable cause. 1.13 Describe the role of the police in contemporary society and in community policing. 1.14 Explain the issues facing police departments in today's society.
Exercise CJi Interactive	Complete the following learning modules in CJi Interactive located on the student website: · Ch. 5: The Police: History, Structure, and Functions · History and Professionalism of the Police · Modern American Policing Eras · Levels of Law Enforcement · Police Roles and Functions · Police Organization · Policing Styles View the following videos in CJi Interactive located on the student website: · Ch. 5: The Police: History, Structure, and Functions · Myth v. Reality: CSI Solves Another One · Issue 1: Women and Minorities in Law Enforcement · Issue 2: Who do the Police Represent? Complete the following simulation in CJi Interactive located on the student website: · Ch. 5: The Police: History, Structure, and Functions · Policing Styles
CheckPoint Police and Law Enforcement Response	Write a 250- to 350-word response in which you address the following questions: · What is the role of police in society? What would happen if the role of the police were lessened as it applies to the theory and practice of community policing? · How do daily issues such as probable cause affect police from a legal standpoint? How can these issues be improved to aid police organizations in combating crime? Follow APA formatting standards. Follow essay and academic writing standards. Post your response as an attachment. Post the certificate of originality as an attachment. Due Day Five (5)		30
Individual Law Enforcement Today Paper	Write a 800- to 1,150-word paper in which you describe the issues facing police departments in today’s society. Include a description of how local, state, and federal law enforcement agencies currently interact with the U.S. Department of Homeland Security (DHS). Include suggestions for how the relationship between DHS and police departments may be improved. Format your paper consistent with APA guidelines. Follow essay and academic writing standards. Post your paper as an attachment. Post the certificate of originality as an attachment. Due Day Seven (7)		125

*Week Five: Criminal Courts: History and Processes*
	*Details*	*Due*	*Points*
Objectives	1.15 Outline the dual court system in the United States. 1.16 Describe the historical development of U.S. courts. 1.17 Identify the steps involved in the pretrial criminal process. 1.18 List the six basic steps of an appeal.
Reading	Read Ch. 9 of Criminal Justice Today.
Reading	Read Ch. 10 of Criminal Justice Today.
Reading	Read Ch. 11 of Criminal Justice Today.
Reading	Review Ch. 7 of Criminal Justice Today.
Reading	Read this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		10
Discussion Questions	Respond to weekly discussion questions.		10
CheckPoint Historical Development Response	Write a 250- to 350-word response in which you describe the historical development of the U.S. court system. Answer the following questions in your response: · How does the dual court system operate in the United States? · How does the U.S. court system compare to court systems in other countries? Follow APA, essay, and academic writing standards. Post your response as an attachment. Post the certificate of originality as an attachment. Due Day Five (5)		30

*Week Six: Criminal Courts: Players and Sentencing*
	*Details*	*Due*	*Points*
Objectives	1.19 Explain the differences among members of the courtroom work group. 1.20 Explain how a prosecutor screens potential cases. 1.21 Compare and contrast the four basic philosophical reasons for sentencing criminals. 1.22 Define the six forms of punishment.
Exercise CJi Interactive	Complete the following learning modules in CJi Interactive located on the student website: · Ch. 8: The Courts: History, Structure, and Key Players · History and Organization of the Courts · The Trial Judge · The Grand Jury · Types of Witnesses View the following videos in CJi Interactive located on the student website: · Ch. 8: The Courts: History, Structure, and Key Players · Myth v. Reality: The Courtroom is a Level Playing Field · Issue 1: Assembly Line Justice: The Affect of the Backlog of Cases on the Courts · Issue 2: Specialized Courts Complete the following simulation in CJi Interactive located on the student website: · Ch. 8: The Courts: History, Structure, and Key Players · State and Federal Court Systems
CheckPoint Courtroom Players Response	Write a 250- to 350-word response in which you address the following questions: · What is considered to be a courtroom work group? · How does this courtroom work group interact on a daily basis? · What is the role of the prosecutor? · How does a prosecutor determine which cases to pursue? · What would happen if the criteria for taking a case were more, or less, stringent? · What changes to the courtroom work group would you recommend? Follow APA, essay, and academic writing standards. Post your response as an attachment. Post the certificate of originality as an attachment. Due Day Five (5)		30
Individual Sentencing Paper	Write a 800- to 1,150-word paper in which you compare the five philosophical reasons for sentencing criminals. Include the following: · An explanation of the six forms of punishment · The relationship between sentencing and punishment in today’s courts · Recommendations for how to modify the sentencing process to reduce recidivism rates Format your paper consistent with APA guidelines. Follow essay and academic writing standards. Post your paper as an attachment. Post the certificate of originality as an attachment. Due Day Seven (7)		125

*Week Seven: Corrections, Part 1*
	*Details*	*Due*	*Points*
Objectives	1.23 Identify the four types of prisons. 1.24 Explain the concept of prison as a total institution. 1.25 Explain the justifications for community-based corrections programs. 1.26 Summarize the distinction between jails and prisons and indicate the importance of jails in the U.S. correctional system.
Reading	Read Ch. 12 of Criminal Justice Today.
Reading	Read Ch. 13 of Criminal Justice Today.
Reading	Read Ch. 14 of Criminal Justice Today.
Reading	Read this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		10
Discussion Questions	Respond to weekly discussion questions.		10
Exercise CJi Interactive	Complete the following learning modules in CJi Interactive located on the student website: · Ch. 11: Corrections: History and Institutions · History of Prisons · Prisons and Jails · Correctional System View the following videos in CJi Interactive located on the student website: · Ch. 11: Corrections: History and Institutions · Myth v. Reality: The Correctional System Rehabilitates Offenders · Issue 1: Prison: Public and Private Complete the following simulation in CJi Interactive located on the student website: · Ch. 11: Corrections: History and Institutions · Prison Operations
CheckPoint Jails and Prisons Response	Write a 250- to 350-word response in which you describe the distinctions between jails and prisons. Address the following in your comparison: · Identify the four types of prisons. · Explain the concept of prison as a total institution. · Explain why jails play an important role in the criminal justice system. Follow APA, essay, and academic writing standards. Post your response as an attachment. Post the certificate of originality as an attachment. Due Day Five (5)		30

*Week Eight: Corrections, Part 2*
	*Details*	*Due*	*Points*
Objectives	1.27 Explain some of the reasons for violent behavior in prisons. 1.28 Describe the concepts on which parole is based and the typical conditions that accompany parole. 1.29 Describe truth-in-sentencing laws and their goals.
CheckPoint Violent Behavior Response	Write a 200- to 300-word response in which you describe some of the reasons for violent behavior in prisons. Include the following components: · Violent behavior among prisoners · Violent behavior between inmates and staff · Strategies for responding to violent behavior · How violent behavior affects incarceration length Post your response as an attachment.		30
Individual Parole and Truth-in-Sentencing Paper	Write a 500- to 800-word paper in which you describe the goals and conditions of parole. Include the following components: · The concepts on which parole is based · Typical conditions that affect parole · Goals of truth-in-sentencing laws Format your paper consistent with APA guidelines. Follow essay and academic writing standards. Post your paper as an attachment. Post the certificate of originality as an attachment. Due Day Seven (7)		100

*Week Nine: Special Issues*
	*Details*	*Due*	*Points*
Objectives	1.30 Define delinquency and status offenses. 1.31 Identify the four major differences between juvenile courts and adult courts. 1.32 Identify the variables that correlate with juvenile crime rates. 1.33 Distinguish cybercrime from traditional crime. 1.34 Explain the activities and purposes of most hackers.
Reading	Read Ch. 15 of Criminal Justice Today.
Reading	Read Ch. 18 of Criminal Justice Today.
Reading	Read this week’s Electronic Reserve Readings.
Participation	Participate in class discussion.		10
Capstone Discussion Question	Respond to the capstone discussion question. · What is cybercrime? How has cybercrime contributed to the overall rise in crime rates over the last 10 years? What recommendations would you make to combat cybercrime and crimes associated with cybercrime and hackers? How will cybercrime affect the future of the criminal justice system? · Due Day Two (2)		25
Exercise CJi Interactive	Complete the following learning modules in CJi Interactive located on the student website: · Ch. 14: The Juvenile Justice System · How Juveniles are Processed · Difference between Adult and Juvenile Justice system · History of the Juvenile Justice Court · Juvenile’s Legal Rights · Types of Juvenile Offenders View the following videos in CJi Interactive located on the student website: · Ch. 14: The Juvenile Justice System · Myth v. Reality: Juvenile Boot Camps are an Effective way of Treating Offenders · Issue 1: “Net Widening” with Regards to Juveniles · Issue 2: Transfer of Juveniles to Criminal Court and Juveniles in Adult Correctional Facilities
Final Project Juvenile Crime Paper	Write a 1,250- to 1,500-word paper in which you address juvenile crime issues in the criminal justice system. Include the following components in your paper: · The differences between a juvenile court and an adult court · The definition of delinquency · The definition of status offenses · The variables that correlate with juvenile crime rates Describe your recommendations for reducing juvenile crime. Note: You should discuss the landmark Supreme Court decisions that have impacted juvenile justice in your paper. Format your paper consistent with APA guidelines. Follow essay and academic writing standards. Post your paper as an attachment. Post the certificate of originality as an attachment. Due Day Seven (7)		225

Optional Discussion Questions

Week One Discussion Questions

· What is crime? What are the components of the criminal justice system? How does crime relate to the law? What changes would you recommend to better improve the criminal justice process?

· What are the instruments for measuring crime? Who uses these instruments? How is the collected data used to advance the fight against crime?

Week Three Discussion Questions

· What is police jurisdiction? How has the historical development of police agencies affected police jurisdiction? What judgments can you make about police jurisdictions? Where may police jurisdictions be in the next 10 to 20 years? Explain.

· What is police patrol? Why are police patrols important in communities? What changes would you recommend to current police patrols to improve overall effectiveness?

Week Five Discussion Questions

· How would you define the pretrial criminal process? How does the pretrial criminal process affect postarrest processes and trials? Is there a better solution to the current process? Explain.

· What is an appeal? How does an appeal relate to the overall criminal process? What would happen if appeals were eliminated from the system?

Week Seven Discussion Questions

· How does each type of prison play a role in the criminal justice system? How do the criteria of each type of prison affect sentencing?

· How would you define corrections programs? How do community-based corrections programs affect prisoners? What would happen if corrections programs were not community-based? Explain.

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