ü or an entire city. The scope of the problem does not matter for purposes of this paper. Find out as much as you can about the problem (who is involved, what are the actions of the offender, what is police agency doing about the problem, what is the court doing about the problem, what is the correctional system doing about the problem, what is the community doing about the problem, etc) and then develop a creative approach to addressing the problem. If you cannot identify a current problem or issue, you may be creative and write a scenario of your own.
GRADING RUBRIC
Introduction – 20 points
Essay contains a clear introduction of the problem to be discussed and a brief overview as to what information will follow
Supporting Documentation – 100 points
Is the problem described well?
Is the scope of problem described?
Are the “players” in the problem identified and their roles described?
What are some of the elements present hat may be feeding the problem?
Are potential courses of action discussed? Why were those selected?
How is the problem currently being handled? By whom? What is the success rate?
What is the relationship between the formal CJ elements and the community?
These questions are not all inclusive, so there could certainly be other topics discussed in this section.
Textbooks
Clear, T.R., Hamilton, J.R., Jr., & Cadora, E. (2010). Community justice, 2nd ed., London:Routledge
ISBN: 978-0-415-78027-8
Conclusion/Recommendation – 50 points
Essay contains a clear suggested course of action to address the problem identified in the Introduction. Action steps should be based upon information discussed in this class.
Potential problems or consequences of the suggested action, if any, should also be discussed. You have to use at least 2 sources in addition to the textbook.
Writing Mechanics – 30 points
Essay contains a title page and bibliography
Proper spelling, grammar, and punctuation (proofread and use spell check!)
APA format for citations and bibliography
Appropriate length (Title page does not count in total pages for the paper)
ü British writing! *suggested structure, 1. Introduction (350 words) 2. Critical investigation of the organization’s training policy, strategy and practice (460 words) 3. Development aspects of its performance management system (460 words) 4. Current performance problems (460 words) 5. Gap analysis (460 words) 6. Recommended training plan (460 words) 7. Conclusions (350 words) Assessment Criteria: 1. Critically investigate an organization’s training policy, strategy and practice using appropriate references to academic theory 2. Examine the development aspects of its performance management system and compare this to current best practice 3. Establish current performance problems 4. Undertake a gap analysis 5. Recommended a training plan, with costings 6. Produce a quality report to include academic referencing
ü For the essay , you will be asked to write a critical essay on some point or idea discussed in the packet or suggested by it. Your essay should be clearly and significantly related to the packet material. There are many possibilities; you will need to develop your own topic. Your essay must make at least some use of all the articles in the packet, but it should not be a summary of the articles. Don’t plod through them paragraph by paragraph; instead, use them to develop your claim. You decide how to use them: some might be discussed in detail and others only mentioned briefly. You should, therefore, read the articles carefully and critically; think about and maybe discuss with others the ideas they contain. Here are some suggestions to help you focus your thinking: • What topics are common to all the readings? • Which issue or idea discussed in these articles do you find most interesting? • What evidence or support from your own experience could you use to develop your essay? • What evidence or support do the readings provide? In defining a FOCUS and DEVELOPING your ideas (see the attached Evaluation Standards for the meaning of these terms), you may want to consider these questions as well: • What social, political, or economic questions do you see raised by the articles? How do you respond to them? • What value questions do you see raised? How do you respond to them? Can you articulate an arguable claim about these questions? • Are there aesthetic or scientific dimensions to the issue that would be interesting to raise? • The sample outline below shows one way to structure an essay: • Paragraph 1: Introduction • Begin your introduction with a general statement to reveal your topic. • Then narrow the topic until you get to your main issue. State the • thesis (your position on the issue) in one clear sentence at the end of • the introduction. • Paragraph 2: Supporting point #1 • § State the point clearly in your topic sentence • § Explain the point briefly to tell the reader what you mean • § Support the point with material from sources (quote or • paraphrase) or with something from your own experience • Paragraph 3: Supporting point #2 • § State the point clearly in your topic sentence • § Explain the point briefly to tell the reader what you mean • § Support the point with material from sources (quote or • paraphrase) or with something from your own experience • Paragraphs 4: Supporting point #3 • § State the point clearly in your topic sentence • § Explain the point briefly to tell the reader what you mean • § Support the point with material from sources (quote or • paraphrase) or with something from your own experience • 2 • Paragraph 5: Conclusion • Bring the discussion back to the thesis and wrap it up • The format shown above may seem simple, and it is! Still, it is quite • functional and will work with nearly any type of written piece from a • five-paragraph essay to a much longer research paper.
ü Essay should be typed and double-spaced. Cite all quotations and paraphrases. Writing is NOT a series of continuous quotations. Make it clear to the reader that you read the text carefully.
Write a thesis statement (central argument) in your introduction, then develop the thesis and provide historical evidence (body of your essay), and end with a closing paragraph.
Use Chicago Manual of Style.
Example, Footnote or End note :
Mariano Azuela, The Underdogs with Related Texts (Indianapolis, IN: Hackett Publishing Company, 2006), 71.
Based on the readings (fictional narrative) by Azuela and Related Texts (selections by John Reed):
Analyze the leadership role of fictional character Demetrio Macias and compare him to the historical leaders of the revolution such as Francisco (Pancho) Villa and Venustiano Carranza (focus on the “Related Texts” selections at the end of the text).
Use evidence [facts and examples] from Azuela and “selections” to support the arguments.
ü PH3330/PHIL333 Part IV of the Final Exam April 2015 – Take-home questionnn For Part IV of the final exam, you have the option of bringing a prepared answer with you to the start of the exam or, alternatively, you may write an answer in the exam period along with the rest of the exam in the classroom – all of which is a closed book exam. (I strongly suggest you take advantage of the take-home option.) Late submission is NOT an option envisioned for this part of the exam. Note, too, that early submission is not an option envisioned either.nn Your answer to Part IV will be marked out of 25.nn nn Please put your name, date and the course number on a cover page. Do not put your name anywhere else.nn Place quotation marks around any direct quotations. Provide author information and specific page numbers in brackets in the appropriate places for any and ALL quotations AND paraphrases of specific points. Make sure to provide citations for any material from any specific place that you use in presenting your answer. nn Limit the number and length of quotations, however. Your aim should be to present your own perspective on course material. nn There is no need for a Works Cited or References page unless you should choose to use material in addition to the textbooks and other assigned readings.n n Answers will be marked upon the basis of demonstration of familiarity with course material, thoughtfulness, comprehension of ideas of philosophers and other writers, clear and effective communication of your ideas, quality of writing, and referencing of sources, to the extent that it is needed.nn Options appear on the next page.nnnnnnnChoose either option 1 or option 2.nnOption 1. A number of writers of articles we have discussed in this course have argued that professionals ought to be encouraged to develop various virtues. These authors include Domenec Mele (pp. 67- ), Michael Martin (pp. 218-20) and John Ladd (pp. 192- ) (and Kenneth Kipnis when he refers to core professional values on pages 480-2). Taking into account what they say, which of the following three positions would you agree with most and why?nnPerson A: Professionals should be encouraged to develop a good number of virtues. Not only laws, and codes of ethics but moral outlooks and rules do not really provide sufficient guidance what to do when professionals have challenging ethical questions to address. Professionals need to use good judgment taking into account all the relevant factors in each situation, and demonstrate the right virtuous character traits when doing so. Besides, a professional with virtuous character traits will be motivated to make the best decision for everyone involved, especially when no one else is watching, which is much of the time.nnPerson B: I quite disagree. Virtues like courage, honesty, integrity, trustworthiness, compassion, and others are actually hopelessly vague and certainly provide little guidance when a professional has to make difficult choices. Consider the following scenarios. A physically healthy but despondent person asks for a nurse to help him die. The boss tells an accountant to record revenue from a contract in this year’s numbers in order to receive a bonus even though the money will not be received until the next fiscal year. A teacher driving to work passes one of her students getting drenched in a heavy rainfall. Even though school policy prohibits giving rides to students in their private vehicles, the teacher ponders whether to make an exception in this case… Cases like these show that people, professionals included, need moral guidelines in the form of principles for deciding what the right and wrong thing to do or not do would be. n Besides, what kind of person you are, with what kind of character, should be your own business. Meddling, moralistic busybodies should not try to impose that on you. nnPerson C: Even though A and B present their views as conflicting ones, I think we need both virtue ethics and moral principles for deciding what morally right and wrong actions are. Virtues and principles are compatible. They can even overlap.
ü Pick an area of the brain (hindbrain, midbrain, forebrain, different cortexes, lobes,etc.), or a specific brain area and their functions (e.g. limbic system). Come up with a way to help you remember that area of the brain and what it does. Teach the rest of the class this area of the brain. Use your creativity. This can be done any way you would like. For example, you could use a mneumonic, a song lyric, pictures, etc). Post your answer
Go to:
https://www.youtube.com/watch?v=oPAqTP7058Q (Links to an external site.)
How would you articulate what the prefrontal cortex does from what you learned from this video?
Go to:
https://www.youtube.com/watch?v=ZMLzP1VCANo (Links to an external site.)
What is the function of the Corpus Callosum?
What is a split-brain patient?
What is lateralization?
True or False: the right side of the brain controls the right side of the body?
