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Criminal

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Please allow me 24 hours to answer your emails excluding weekends and holidays. If I do not answer in 24 hours, please email me again.

Class Schedule: The traditional class meets on Monday/Wednesday 5:15 pm to 7:45 pm

Course Prerequisites: NONE

Course Description:

This course examines the nature, location, and impact of crime in the United States by exploring a broad range of issues related to criminology. Topics focused on within the course include the historical foundations of crime, the theoretical underpinnings of criminality, how we measure criminal acts, the development of criminal careers, the various typologies of offenders and victims, and a critical analysis of public policies concerning crime control in society.

Required Course Materials:

Schmalleger, F. (2015). Criminology Today. (7th Edition). Prentice Hall Publisher. ISBN: 0137074859

Mission Statement Campbell University

The mission of Campbell University is to graduate students with exemplary academic and professional skills who are prepared for purposeful lives and meaningful service. The University is informed and inspired by its Baptist heritage and three basic theological and biblical presuppositions: learning is appointed and conserved by God as essential to the fulfillment of human destiny; in Christ all things consist and find ultimate unity; and the Kingdom of God in this world is rooted and grounded in Christian community. The University embraces the conviction that there is no conflict between the life of faith and the life of inquiry.

To fulfill its mission, the University:

I. presents a worldview informed by Christian principles and perspectives;
II. affirms that truth is revelatory and transcendent as well as empirical and rational, and that all truth finds its unity in Jesus Christ;
III. influences development of moral courage, social sensitivity, and ethical responsibility; gathers a diverse community of learners;
IV. delivers academic instruction in the liberal arts and sciences and professional preparation at both undergraduate and graduate levels through traditional, extended campus, and online programs;
V. transfers to students the vast body of knowledge and values accumulated over the ages;
VI. encourages students to think critically and creatively;
VII. fosters the development of intellectual vitality, physical wellness, and aesthetic sensibility;
VIII. forges a community of learning that is committed to the pursuit, discovery, and dissemination of knowledge;
IX. provides students with servant leadership opportunities;
X. cooperates with other educational institutions to expand learning opportunities for students;
XI. offers service and other opportunities to the greater community through athletics, continuing education, and cultural enrichment programming

The full mission statement can be found at: http://www.campbell.edu/mission/

Student Learning Outcomes:

Upon completion of the course, students will be able to:

1. To obtain an understanding of the basic functions of various typologies of criminal behavior.

Read competently in English from a variety of source types
Read with understanding, so as to be able to apply discipline methodologies and theories in the areas of Fine Arts, Humanities, Mathematics, and the Sciences
Be able to comprehend conclusions based on numerical and graphed data
Use a variety of discipline –specific methods to recognize the existence of a problem
Use the proper methodologies to form questions about a problem at hand, and the implications of the question
Write an essay with a focused purpose
Support the essay’s purpose with a logical and organized sequence of ideas and evidence
To minimize errors in spelling
To use the library’s digital resources to gain primary and secondary information

2. To demonstrate knowledge of and identify the general elements of criminological theory.

Read competently in English from a variety of source types
Read with understanding, so as to be able to apply discipline methodologies and theories in the areas of Fine Arts, Humanities, Mathematics, and the Sciences
Be able to comprehend conclusions based on numerical and graphed data
Use a variety of discipline –specific methods to recognize the existence of a problem
Use the proper methodologies to form questions about a problem at hand, and the implications of the question
Write an essay with a focused purpose
Support the essay’s purpose with a logical and organized sequence of ideas and evidence
To minimize errors in spelling
To use the library’s digital resources to gain primary and secondary information

3. To demonstrate knowledge of and name the major crime data sources.

Read competently in English from a variety of source types
Read with understanding, so as to be able to apply discipline methodologies and theories in the areas of Fine Arts, Humanities, Mathematics, and the Sciences
Be able to comprehend conclusions based on numerical and graphed data
Use a variety of discipline –specific methods to recognize the existence of a problem
Use the proper methodologies to form questions about a problem at hand, and the implications of the question
Write an essay with a focused purpose
Support the essay’s purpose with a logical and organized sequence of ideas and evidence
To minimize errors in spelling
To use the library’s digital resources to gain primary and secondary information
4. To demonstrate knowledge of and link general elements of theory to the typologies of crime.

Read competently in English from a variety of source types
Read with understanding, so as to be able to apply discipline methodologies and theories in the areas of Fine Arts, Humanities, Mathematics, and the Sciences
Be able to comprehend conclusions based on numerical and graphed data
Use a variety of discipline –specific methods to recognize the existence of a problem
Use the proper methodologies to form questions about a problem at hand, and the implications of the question
Write an essay with a focused purpose
Support the essay’s purpose with a logical and organized sequence of ideas and evidence
To minimize errors in spelling
To use the library’s digital resources to gain primary and secondary information

Methods of Instruction To Accomplish Student Learning Outcomes: Lectures, individual research reports, class discussion and participation on various criminological issues and selected questions will be the major teaching and learning methods used to accomplish course learning outcomes. The use of videos applicable to each lecture theme will further assist the student in understanding how the criminal justice system works. Critical thinking exercises using real world cases applicable to each specific class lecture will form the basis for class discussions, test questions and will ultimately aid in accomplishing the overall course learning outcomes.

Grading Policy:
Official grades are issued for each student at the end of each term. Students will be graded by the letter grade system shown below.

A – 90 –100 Excellent
B – 80 – 89 Good
C – 70 – 79 Average
D – 60 – 69 Below Average
F – Below 59 Unsatisfactory

Grading System:

End of Chapter Review Questions (6 total @ 58.3 points each)…………....350 points
Special Class Assignment(s) …....................................................................250 points
Mini Exam 1 (100 points) …........................................................................100 points
Mini Exam 2 (100 points) …........................................................................100 points
Mini Exam 3 (100 points) …........................................................................100 points
Attendance and In Class Participation (100 points each).............................100 points
____________________________________________________________________
Total Required Points Available …………………………..... 1000 points Examinations:

There will be three (3) mini exams given during the term. The examinations will contain true and false, multiple-choice, matching, and fill – in and essay questions. The tests will consist of questions concerning all materials presented in class as well as assigned readings covered up to the time of the test. As a rule I do not give surprise quizzes or examinations; however, I reserve the right to do so. Please contact Dr. Godwin in the event that you cannot take an examination on the required date.

Critical Thinking Questions (End of Chapter Questions):

You are required to read and familiarized yourself with each assigned chapter. You are required to know the key terms and answer the review questions at the end of each assigned chapter. The review questions are due on or before each mini exam. All answers should be typed and up loaded using the assignment module in Blackboard. Be prepared to discuss each chapter in class. Points will be deducted for students who appear to be unprepared.

Disabilities and Special Needs: Students with documented disabilities who desire modifications or accommodations must contact the office of Student Success located in the University’s Student Services Building (located between Carter Gym and the Wallace Student Center). No accommodations will be made without a letter of accommodation through the proper University’s process. Policies can be found at: http://www.campbell.edu/student-services/student-support-services/disability-services/

Attendance: Campbell’s attendance policy states that regular attendance is mandatory. Students may miss only 15% of classes. Any student missing more than 15% of classes may fail the course due to a lack of attendance. Students who are aware that they will miss a class should inform the instructor before class.

In class attendance will be used to determine attendance in this course.

Inclement Weather Policy: If weather conditions make it so that we cannot meet, I will email everyone. Before you come to Ft Bragg in severe weather, check your email. In addition, a make-up assignment will be posted on the Internet portion of the course. The full Campbell University inclement weather policy can be found at: http://www.campbell.edu/about/campus-alerts/weather-policy/ Withdrawal Procedures: If a student determines that he/she cannot for any reason successfully complete the course, the instructor needs to be contacted immediately. If a student wishes to withdraw from the course, the student must initiate that action with the Campbell office. Upon notification from the office the instructor will assign a grade of WP or WF (withdrawal passing, withdrawal failing). Incomplete work: Depending on the circumstances, a student may with the instructor’s approval receive an “I” (Incomplete) in the course; however, all work must be made up by a specified date (in no cases more than 30 days of the last day of the class) or the “I” reverts to an “F.” The “IC” (Incomplete Continuing) grade is reserved for extenuating circumstances and must be approved by both the instructor and the Director of Fort Bragg/Pope.

Academic Conduct Statement: All students are subject to the academic integrity and behavioral expectations of the University.

Fort Bragg’s Plagiarism Policy
Plagiarism As Fact, Not Opinion

By definition, Plagiarism is a crime, the theft of someone else's works or ideas. The truth is that plagiarism is not an opinion; it is a fact.

Whether at work or at college, people have to accept that once they read a source about a subject, they have “used” someone else’s ideas to add to their knowledge base. When students or employees use this information, they must acknowledge who gave them their ideas.

When the student does not provide proper acknowledgment through documentation by giving the source's author credit for the information that was acquired, plagiarism has occurred.

In the work place, it is called industrial espionage, and people at a minimum lose their jobs and have been known to go to prison for it. Much plagiarism, however, is at least partly unintentional--the writer is ignorant of or confused by the proper way to document sources or simply becomes careless while taking notes and forgets to identify a direct quotation as such.

Good intentions, however, do not constitute an adequate excuse for plagiarism or a convincing defense when plagiarism is detected. Most professors/instructors agree that students have an obligation to learn about and abide by the conventions of documentation and must accept full responsibility for any failure to do so.

A plagiarized paper is a fact, but a person's motivations are, ultimately, a matter about which one can only speculate. Those who plagiarized unintentionally are, therefore, usually punished just as severely as those who plagiarize intentionally.

All writers should take all precautions to ensure that no plagiarism, intentional or unintentional, is present in their writing.

As a student writer, you are expected to impose your ideas through the subject you chose, the sources you pick, the focus of the paper, and how you paraphrase the information. The paraphrasing that you do of the source materials should reflect your understanding of the materials.

Quotations

Occasional quotations are acceptable. Occasional quotations are acceptable as long as they are identified with the author(s)'s name and page number. Quotations must be accurate and presented in the writing style you are using (APA format). It should be clear when you use a quotation that you understand what it means. You also need to supply some explanation for your reader. Extensive use of quotations should be avoided as it looks as if you have nothing to say.

In addition to the citations, you should be certain that

a. they are identified as quotations (included in quotation marks). b. they are explained in your own words that demonstrate you understand what that quotation means.
c. you do not include a quotation because it sounds fancy ( The author reflects nihilistic existentialism.) unless you also explain that you know what the quotation means. d. there is not a string of quotations (one right after another) which demonstrates that you know how to copy, but does not demonstrate that you understand what you have read.

Citations

Reference citations tell your reader that you are summarizing or discussing, in your own words, ideas from a work you have read. They do NOT mean that you are copying word-for-word or closely paraphrasing the author's writing.

Citations appear in the body of your paper and include the required information for the documenting system you are using.

Include citations as often as necessary to identify the source of the material you are discussing. For example, if you are discussing one work for an entire paragraph, one citation in that paragraph is sufficient, but if you alternate between different sources, you may need to cite the same reference more than once.

Place citations into the text when you change sources. Also, when you start a new paragraph, your citations begin anew; in other words, you must repeat any citations used in the paragraph preceding even if the source is the same.

Penalties for Plagiarism

It would be wonderful if professors had a crystal ball that would tell them when a student has accidentally plagiarized all or parts of a paper or when a student did not understand the need to document some of the information or when the plagiarism occurred because it was a deliberate attempt to use others’ work. Sadly, professors do not.

Because professors cannot read the intent of a student, most colleges and universities apply the penalties equally to everyone. Campbell University stands with its sister universities/colleges nationwide in insisting that students are responsible for their actions. There are consequences for student behavior regardless of the original intent, deliberate or accidental.

However, Campbell University also recognizes its responsibility to provide students with the opportunity to understand the concept of plagiarism. Campbell University at Fort Bragg has developed the following opportunities to provide information and to keep students informed concerning this critical element of their education and eventually work place ethics.

Opportunity #1

Campbell University at Fort Bragg has developed and provides students with this document.

a. All students are provided a copy of this document in electronic form.
b. All professors are provided a print copy to use as a teaching tool in their classes.
c. All students enrolled in an English class are provided both an electronic copy and a print copy. The print copy is provided as part of their enrollment package and is a supplemental text to their English classes.
d. This document includes not only directions and explanations but also sample papers.
e. English courses teach a multiple part exercise for MLA mastery.

Opportunity #2

In all classes, the professors will dedicate a portion of their instructional time during the first week of class to explain the plagiarism concept.

Opportunity #3

Campbell has developed its English courses sequentially with course content designed to teach the research process. The final courses in the required sequence are designed to demonstrate that the student has learned the process. Campbell is willing to provide students every opportunity to learn the appropriate documenting process; however, it is the student’s responsibility to learn that process.

For students to be successful in their college career and to make the most of their learning opportunities, students need to take their English courses early in their matriculation. The English requirements are designed to aid students in developing their writing and research skills. In order to maximize the success of students in their major and in their career choices, mastery of the process has to be early in the educational matriculation.

a. English 101 teaches the research process and documentation with primary sources only.
b. English 102 teaches the research process and documentation using primary and secondary sources.
c. All of the literature courses expand the research process and documentation process using primary and secondary sources. Papers in all literature courses should have more depth, focus and should be longer. Students are given the opportunity to showcase their research and writing skills.

Student Responsibilities

Not all students have taken their English 101 or 102 at Campbell University. Students are held responsible for knowing the appropriate documentation process following Campbell’s guidelines.

When courses have prerequisites, the professor teaches his/her course based on the fact that any student on the roster has successfully completed the prerequisite courses.

All students receive a copy of this document in print or electronic form or as an online link. It is the responsibility of students to read and be familiar with the content of this document.

Professors are more than willing to answer specific questions; however, they cannot re-teach prerequisite courses.

Penalties for Plagiarism

Campbell University has adopted and implements a no tolerance policy for plagiarism. As a Christian institution, Campbell University feels that it has a responsibility to provide the guidance to mold Christian leaders who will become the future leaders of society.

There can be no incremental or partial plagiarism. Plagiarism is a fact, not an opinion.

If documentation is present for primary and secondary sources information whether quoted or paraphrased, there is no plagiarism.

If there is no documentation for primary and secondary source information whether quoted or paraphrased, then plagiarism has occurred.

Turnitin.com:
“Turnitin.com” is a web-based service that provides online reviews of written material to judge if it has been copied from another source. Turnitin.com is used to evaluate the possibility of a student plagiarizing or cheating on written material. The instructor may require students to submit written work in an electronic format for the purpose of utilizing the Turnitin.com service.

Course: Introduction to Criminology
CRIM 232: ASSIGNMENTS
Calendar
Fort Bragg – Fall Term I 2014: August 4th to September 27th (Dr. Godwin reserves the right to change the syllabus.)

Course Week and
Week Date
In-Class Assignment

Incremental Student Learning Outcomes

Late Policy: All assignments must be done in the week indicated. There are no make-ups.
Week 1 Class introduction
Review Syllabus
Start Chapter 1 Read chapter 1 - What is Criminology?
Work on end of chapter questions
Week 2 Discuss special assignment Start Chapter 2 - Where Do Theories Come From?
Work on end of chapter questions
Week 3 Mini exam 1 review Chapters 1 & 2
Mini Exam 1 End of chapter questions for 1 and 2 due
Start Chapter 3 - Classical and Neoclassical Thought
Work on end of chapter questions
Week 4 Start Chapter 4 - Biological Roots on Criminal Behavior
Work on end of chapter questions
Week 5 Mini Exam 2 review on Chapters 3, 4 Continue Chapter 4
Start Chapter 10 Crimes against persons
Week 6 Mini Exam 2 End of chapter questions for chapters 3, 4, work on end of chapter questions
Week 7 Start chapter 11
Week 8 Mini Exam 3 review, 10,11
Mini Exam 3 Continue Chapters 11
Chapters 10 and 11 chapters due
Research paper due on April 30th
Last class day Sept 24th Any uncompleted work must be turned in by Sept 24th…...

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...the probation officer or the juvenile authorities continue to remain involved after the juvenile has been sentenced. The juvenile court process has a judicial waiver, which means the judge can choose to waive the charges, however the waiver must be written within the boundaries of the constitutional statues. The juvenile court process is setup different from the criminal court cases. The juvenile court cases include a different atmosphere, which consist of round table discussions. At the table are the child’s parents, the judge, the child and the probation officer. I believe this atmosphere eliminates tension. The child whom faces juvenile court has more options than adults. Juveniles receive lesser harsh punishment than adults. Juveniles do serve time in prison, juveniles are placed in youth facilities with a home type environment. Their stay sometimes are for long periods of time. The Juvenile court system is a good system. I agree with the separation of children from criminal adults. Children commit crime without knowing a crime has been committed. this means a child do not understand the criminal justice system. Therefore they are not aware of the different levels of punishment. The youth facilities used for sentencing juveniles provides social services to help juveniles understand crime and the consequences of committing crime. I believe the juvenile process has help juveniles think before getting into trouble with law enforcement....

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Criminal

...learning environment for the students, teachers, and staff. This SRO program reflects community's desire to make sure that the school's are safe,secure, and functional. SROs are important resources to our schools , because they are trained to fulfill two important roles. First, the sheriff's main purpose is to “ keep the peace” in their schools so the teachers can teach the students. Secondly, SROs are role models for the students. Their presence alone lets students know that violence will not be tolerated in and of the schools. On a daily basis, the program works with other SROs and the princpals in the schools. The all share the same vision ,which is making sure the schools are secure and safe. According to the International Journal of Criminal Justice Sciences, “ Schools have developed various safety safety plans that address preventing incidence of violence. These safety plans include the entire community becoming involved in school in school safety. Plans involving the community brought in local law enforcement within the schools. Plans such as crisis management, zero tolerance zones; environmental structure changes; family inclusion; and school resource officers that included a closer relationship with juvenile authorities, community involvement, and listening to students become necessary. School resource officers increased largely because of federal funding that begun under the Community Oriented Policing School's program. The Community Oriented Policing......

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Criminal

... From the earlier days, criminals were punished with public humiliation and corporal punishment, both men and women. Even though women were housed in the same facility they had separate cells from the men. The women were not segregated during day time activities. Also the women were supervised by men; this was more a considerable risk for sexual assault. How have they changed? Women’s prison has a similar environment to the men’s prisons. Women today have educational and vocational programs, rigid scheduling, as well as tight security. The most significant difference is the women’s prison invests in programs to maintain parent child relationships. What are the three basic arguments established in the 1800’s that supported the separation of juvenile prisoners from adult prisoners? 1. The penitentiary regimen was too hard on tender youth. 2. Juveniles would learn bad habits from older criminals and be embittered by The experience of confinement. 3. Adolescents could be reformed if they were diverted early enough into institutions Designed specifically for people their age. What would happen if there were no distinction between prisons for juveniles and adults? If there was not a distinction for the both, than juveniles would have not a chance to change their behavior, not even learn from their mistakes. Adults would take advantage of the youths, teaching them how to be more of a criminal than what the youth had...

Words: 542 - Pages: 3