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CJ 233 Introduction to Security
Gadberry, James H.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CJ 233 Introduction to Security

Semester

F1T 2010 DL

Faculty

Gadberry, James H.

Degrees/Certificates

PhD Oklahoma State University
MS University of Central Arkansas
BS Park University

Daytime Phone

(256) 278-9277

E-Mail

james.gadberry@park.edu

Semester Dates

16 August -- 10 October

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
 

Introduction to Security (8th Edition)

by Robert J. Fischer, Edward Halibozek, and Gion Green

Butterworth-Heinemann, (2008)

ISBN: 13-978-0-7506-8432-3

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
CJ233 Introduction to Security: This course covers the basic principles of security and loss prevention that is common and fundamental to all areas of protection of personal property from historical and modern day points of view. Topics of discussion will include: the security industry, the threat environment, risk analysis, fundamentals of physical security, safety, and accident prevention, and common security problems. 3:0:3

Educational Philosophy:
 

The instructor's overarching approach to education is to emphasize the broadening of intellect as a strategy for developing problem solving and critical thinking skills.  It is essential to integrate the knowledge, skills, and abilities developed in the classroom into the active lives of students, both as individuals and as members of social groups.  It is not the facts we learn, but how we use them that provides us with the tools needed to better the human condition.

The instructor will use lectures, class discussions, group activities, handouts, supplementary readings, audio-visual aids, examinations, case studies, and other methods to facilitate learning.  Student performance expectations:

  1. The instructor assumes the student has read and understands the syllabus and expects students to ask questions if any aspect of the course requirements is unclear.
  2. Students are expected to demonstrate that they are meeting the course objectives by attending class; actively participating in class discussions, activities, and exercises; timely submitting all written assignments; delivering required oral presentations; and sitting for any scheduled examinations.
  3. Students are assigned readings from the required text(s) and/or supplemental text materials in advance of each class meeting and are expected to be prepared for class.
  4. Students are expected to ask questions if they do not understand something.
  5. The instructor encourages a mutual learning environment, where students can freely raise questions in the search for understanding.
  6. Students are expected to listen to each other, ask questions, raise concerns, and provide the respect that each individual deserves.
  7. Students are encouraged to bring any items to class which they feel will add substantially to the learning environment.

Learning Outcomes:
  Core Learning Outcomes

  1. Show an understanding of the history of security, crime prevention and early law enforcement.
  2. Demonstrate an understanding of the Americans with Disabilities Act of 1990 and the Civil Rights Act of 1991.
  3. Evaluate the purpose of risk assessment.
  4. Illustrate security's role in fire prevention and safety, crime and threats to the environment, and crime prevention.
  5. Explain the legal aspects of private security.


Core Assessment:

For CJ 233, all students will complete a consolidated essay which examines the following seven basic topical issues relating to the study of Introduction to Security:

  1. What events in medieval England brought about the creation and use of private night watches and patrols?
  2. What are the steps involved in a good risk-management program?
  3. What should be the role of security in preventing crime?
  4. What should be the role of security in preventing fire?
  5. Why is a practical knowledge of the law important to the security officer and the security manager?
  6. What is the Occupational Safety and Health Act and what effect has it had on organizational safety operations?
  7. How has federal labor legislation such as the Americans with Disabilities Act of 1990 and the Civil Rights Act of 1990 impacted the security industry?

The essay should provide complete and equitable treatment of all seven topical areas, but the issues and researched material should be integrated to provide a consolidated examination of the fundamental principles of security and loss prevention. The essay should contain the following technical components:

  1. A cover or title page
  2. A body of text, 6-8 typed, double-spaced pages (1,500 to 2,000 words) in length
  3. A reference page containing a minimum of 8 course-external resources

Written in APA or MLA Style 

Link to Class Rubric

Class Assessment:
 

Quizzes (4)

There will be a quiz covering material in Weeks 1 through 7. Each quiz will cover the required readings of the previous week(s). Successive quizzes will only cover material for which you have not already been quizzed on (e.g., Week 1 quiz covers Week 1 material; Week 3 quiz covers Weeks 2 and 3 material, and so on).  The quizzes, which are timed and can only be taken once, must be completed no later than midnight, Sunday of each of the appropriate weeks.

Weekly Discussions (8)
 
GENERAL INSTRUCTIONS FOR WEEKLY DISCUSSIONS: First, you must respond specifically to EACH of the weekly discussion question(s), using your textbook, class lecture, and supplementary/outside readings for support.  Second, you must respond to the responses of your classmates. Remember, the online threaded discussions are public messages and all writings in this area will be viewable by the entire class.

Be sure to respond to EACH of the discussion questions for the week (some weeks, there may be 1, 2, or 3 questions presented).  Your first response should consist of a MINIMUM of 150 words for EACH question, and be posted by midnight Wednesday of each week. Then, go back and review your classmates’ responses and post at least three (3) meaningful responses (i.e. a minimum of 200 total words) by midnight Sunday. A “meaningful response” is a substantive response that goes beyond simply agreeing or disagreeing. Meaningful responses provoke further analysis, evaluation, and critique of the ideas and concepts being discussed.

Please note also that the number of postings and word lengths above are MINIMUM requirements.  Minimum means you are providing a response that meets, but may not necessarily exceed, expectations. Be sure to review the Weekly Discussion Grading Rubric below for more details on performance expectations in weekly discussions.

Your weekly discussion postings will be assessed using the following rubric:
 

Weekly Discussion Grading Rubric

 

Grading Criteria

Exceeds expectation

Meets expectation

Does not meet expectation

No evidence

Content: 50%

 

Content is comprehensive, accurate, and persuasive; definitions are clearly stated.

Content is not comprehensive and/or persuasive.

Content is incomplete or omits some requirements stated in the assignment’s criteria.

Did not complete assignment

Major points are stated clearly and are well supported with sourcing.

Major points are addressed, but are not well supported by sourcing.

Major points are not clear, not persuasive, and not sourced.

 

Research, if necessary, is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria.

Research, if necessary, is inadequate in either relevance, quality of outside sources, and/or timeliness.

No outside sources were used to support major points.

 

Readability 50%

Organization and structure of the response is clear and easy to follow.

Organization and structure is not easy to follow.

Organization and structure detracts from the writer’s message.

No structure or organization.

Response exceeds the minimum length as described in the assignment’s criteria.

Response is at the minimum length as described in the assignment’s criteria.

Response is below the minimum length as described in the assignment’s criteria.

 

Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper.

Paragraph transitions are fragmentary and ideas are presented without logical connection.

Paragraph transitions are not obvious.

 

Conclusion is logical, flows from the body of the response, and does not include new information.

Conclusion is provided but does not flow from the body of the response.

Conclusion is missing.

 

Citations and reference formatting meet standards for the discipline.

Paper provides citations and references for sources, but they are incorrectly formatted; reference list is provided but has some errors or omissions.

Citations and references are not provided.

 

 

Rules of grammar usage and punctuation are followed; spelling and word choices are correct.

Paper contains few grammar, punctuation, spelling, and word choice errors.

Paper contains numerous grammar, punctuation, spelling, and word choice errors.

 

Language is clear and precise; sentences display consistently strong, varied structure.

Language lacks clarity or includes the use of some jargon or conversational tone.

Language uses jargon or conversational tone.




Security/Crime Prevention Project
 
This is an applied security research project. Students will design and report on the application of crime prevention and threat mitigation strategies in a practical community environment. Students will focus on security's role in crime and threats to the environment, crime prevention, and fire prevention and safety. 

Students will identify a Target Environment (TE); research potential and actual security/crime problem sets; and develop strategies for designing security/crime prevention programming in the TE, e.g. self-help skills, community education, training, plans, education, and services geared towards mitigating risk (harm).

EXAMPLES:

  • Community and individual self-protection and violence avoidance strategies
  • Fire prevention and protection
  • Emergency and disaster response plans
  • Facility safety, evacuation plans
  • Ecological perspectives on crime – e.g., hazardous materials in community
  • Situational Crime Prevention Techniques – e.g., self defense/protection against rape
  • Crime Prevention Through Environmental Design – e.g., shopping center architecture
  • Physical security enhancements in communities/organizations
  • Partnerships between private organizations and government
  • Workplace issues: drugs, workplace violence, labor disputes
  • Computer and information security
  • Terrorism

Students will complete the project in three phases, with one component due each of Weeks 2, 4, and 6.  Weekly components will be posted in a Special Discussion Thread so that all students will be able to review and collaborate with each other. 

Each two-week period, you will work on one phase of the project.  The text for each phase should be about 750 words, not counting reference pages, appendices, surveys, illustrations, etc. You must demonstrate that you understand the terminology and the concepts used and you know how to apply them. You must demonstrate that you can synthesize, analyze, and evaluate information. You must correctly use APA or MLA format in source citation both in the body of your text and in the references. 

Project Components:

  1. WEEK 2 (Phase 1) - Identify Target Environment (TE), Problem, and Literature Review:  Identify a REAL community or organizational environment, and a security or crime problem within this TE. Identify and discuss the problem, e.g., describe the problem in the ABC neighborhood, or the XYZ organization. Who is affected? Are there conflicting perspectives in the TE about the extent of the problem? If so, explain them.  Any other relevant situational issues (historical, social, cultural, economic, political). Establish the extent of the problem you wish to prevent. If statistics are available related to the particular crime or problem, include them here.  Once the problem is identified, develop a literature review which discusses how to prevent the crime or solve the security problem. Report on the academic literature which informs on security/crime prevention programs related to the problem identified in the TE. Report on which programs have been successful, and which have not been successful. Use PRIMARY (interviews, agency documents, observations, and the course text) and OTHER (books and/or referred journal articles). A minimum of FIVE (5) resources is expected.  Any resource listed in your Reference section should have a corresponding in-text citation.
  2. WEEK 4 (Phase 2) - Risk Assessment/Security Survey: Conduct a quantifiable security risk assessment and survey of the TE, and provide a narrative report of your findings. Sample risk assessment and security survey methodologies and instruments are provided in your textbook and will be available during the course.
  3. WEEK 6 (Phase 3) - Design Security or Crime Prevention Solution: Design a solution which will reduce the occurrence and risk of the problem you identified in literature review and risk assessment/survey in the TE.  Use the TE’s geography, institutions, resources, and potentialities as a framework for your solution. Use resources provided by class material, lectures, course texts, and your own independent research. Demonstrate how your solution activates organizational and/or community engagement, consultations, and partnerships. Justify the design of your solution through academic literature which supports your approach. Include an evaluation program – show how you intend to measure the successes and failures of your solution.

 Your Security/Crime Prevention Project elements will be assessed using the following rubric:

Target Environment (TE) and Problem Identification (20%)
Real community/organizational environment
Identified security or crime problem in TE
Discussed problem
Who is affected?
Conflicting perspectives about problem?
Discussed relevant situational issues
Established extent of problem to be prevented
Provide any relevant statistics on problem

Literature Review (20%)
Reviewed literature
Literature relates to problem/crime prevention issues
Minimum of 5 primary/other resources
Resources in Reference list have corresponding in-text citations

Risk Assessment/Security Survey (20%)
Conducts quantifiable risk assessment
Conducts and reports on survey of TE

Design Security/Crime Prevention Solution (20%)
Solution designed to reduce risk of problem identified
Uses TE as framework for solution
Uses resources from class and independent research
Demonstrates how solution activates org/community
Engagement
Justifies solution using literature

Structural Components (20%)                                                               
Appendix/support material
Text body of 750 words for each of 3 phases
Demonstrates understanding of terms/concepts
Demonstrates application of terminology and concepts
Demonstrates synthesis, analysis, and evaluation of terms/concepts
Uses correct APA or MLA format in source citations in text/references
Spelling, grammar, sentence structure
Clarity of expression

Core Assessment Assignment

For CJ 233, all students will complete the Core Assessment Assignment, as detailed above, due by Midnight, Sunday, Week 7. The Core Assessment Assignment will be submitted directly to the instructor via the Dropbox. Your Core Assessment assignment will be assessed using the Core Assessment Rubric (see bottom of Syllabus).

Final Exam (Proctored)

The Final Exam will be comprehensive, covering the required textbook, the class lectures, and any supplementary material provided for students during the term. It is to be completed by Midnight, Friday, Week 8.

Grading:
 

Course Assignments Schedule and Grade Distribution

Assignment

Points

Total
Points

Total %

Weekly Discussions (8)

--First responses to the discussions must be posted by midnight Wednesday EACH Week. At least three meaningful responses to other students must be posted to your classmates’ postings by midnight Sunday.

25

200

20

Quizzes (4)

--Completed by Midnight, Sunday, Weeks 1, 3, 5, and 7.

50

200

20

Security/Crime Prevention Project (3 Components)

--Individual weekly components due by Midnight, Sunday, Weeks 2, 4, and 6.

67

200

20

Core Assessment Assignment 

--Completed by Midnight, Sunday, Week 7.

200

200

20

Final Exam (Proctored)

--Completed by Midnight, Friday, Week 8.

200

200

20

Total

1,000

100%

Grading Plan

Letter Grade Policy

Letter

Number of Points

Percent

A

900 – 1,000

90-100

B

800 - 899

80-89.9

C

700 - 799

70-79.9

D

600 - 699

60-69.9

F

599 or below

Below 59.9

Late Submission of Course Materials:
ALL COURSE ASSIGNMENTS, EXAMS, QUIZZES, HOMEWORK, ETC. ARE DUE AS PUBLISHED ON THE COURSE WEBSITE, THE COURSE SCHEDULE, AND COURSE SYLLABUS.

MAKEUP POLICY – FINAL PROCTORED EXAMINATIONS ONLY:  Students who fail to complete a scheduled final proctored examinations will receive a grade of 0 (F) for the assessment item, and will fail the course. Students experiencing some type of EMERGENCY (e.g., personal illness, car accident, family issue, etc.), which will impact their ability to complete a scheduled final proctored examination must personally contact the instructor as soon as possible BEFORE the scheduled examination, or as soon as practicable.  Makeups for final examinations MAY be offered on a case-by-case basis, subject to written documentation from the student substantiating  the EMERGENCY (e.g., medical note, police report, etc.) and notice from the student. THE INSTRUCTOR HAS NO OBLIGATION TO OFFER A MAKEUP EXAM. 

Classroom Rules of Conduct:

  

General Course Policies

  • A class week is defined as the period of time between Monday 12:01 am CST and Sunday at 11:59 PM CST. The first week begins the first day of the term/semester. Assignments scheduled for completion during a class week should be completed and successfully submitted by the posted due date.
  • Create a back up file of every piece of work you submit for grading. This will ensure that a computer glitch or a glitch in cyberspace won't erase your efforts.

  • General email: Students should use email for private messages to the instructor and other students. When sending email other than assignments, you must identify yourself fully by name and class in all email sent to your instructor and/or other members of our class.
  • Online threaded discussions are public messages and all writings in this area will be viewable by the entire class or assigned group members.
  • Online Instructor Response Policy:  Online Instructors will check email frequently and will respond to course-related questions within 24-48 hours.
  • Make it a habit to check the ANNOUNCEMENTS on the COURSE HOME page every time you log on. You may find the answers to general course "housekeeping" questions (i.e. how do I submit assignment 3?).  If you don't see your question there, then please contact your instructor.
  • If you experience computer difficulties (need help downloading a browser or plug-in, you need help logging into the course, or if you experience any errors or problems while in your Online course), click on the  button in your Online Classroom, then click on the helpdesk menu item, and then fill out the form or call the helpdesk for assistance.
  • If the issue is preventing you from submitting or completing any coursework, contact your instructor immediately.


Online Netiquette Information


Working online brings with it the new world of "online etiquitte" - usually referred to as "netiquette." To find out about issues involving your online writing and posting please go to the http://www.albion.com/netiquette/corerules.html The Core Rules of Netiquette.
 

Course Topic/Dates/Assignments:
 

Week 1 (16 Aug -- 23 Aug, 2010)

Topics:

  • Homeland Security – What has Happened to Security Since 9/11? 
  • Origins and Development of Security
  • Defining Security’s Role

Reading:

  • Fischer, Halibozek & Green, Chapters 1, 2, and 3
  • PowerPoint Slides on Fischer, Halibozek & Green chapters
  • Lecture
  • Related Webliography and Lecture Website Entries

Discussion:

  • Due by Wednesday: First Responses to EACH Discussion Question
  • Due by Sunday: Follow up with meaningful responses to classmates

Quiz:

  • Take the online quiz covering Week 1 material by Sunday

Week 2 (23 Aug -- 30 Aug, 2010)

Topics:

  • The Proprietary Security Organization
  • Career Opportunities in Loss Prevention
  • Security Education, Training, Certification, and Regulation

Reading:

  • Fischer, Halibozek & Green, Chapters 4, 5, and 6
  • PowerPoint Slides on Fischer, Halibozek & Green chapters
  • Lecture
  • Related Webliography and Lecture Website Entries

Discussion:

  • Due by Wednesday: First Responses to EACH Discussion Question
  • Due by Sunday: Follow up with meaningful responses to classmates

Security/Crime Prevention Project:

  • Submit Phase I of the Project to Instructor via Dropbox
  • Post a copy of Phase I of the project to the Special Discussion Thread

Week 3 (30 Aug -- 6 Sep, 2010)

Topics:

  • Security and the Law
  • Risk Analysis, Security Surveys, and Insurance
  • The Outer Defenses: Building and Perimeter Protection

Reading:

  • Fischer, Halibozek & Green, Chapters 7, 8, and 9
  • PowerPoint Slides on Fischer, Halibozek & Green chapters
  • Lecture
  • Related Webliography and Lecture Website Entries
  • DOC SHARING Documents on Risk Analysis and Security Surveys
  • PowerPoint Slides on Outer Defenses

Discussion:

  • Due by Wednesday: First Responses to EACH Discussion Question
  • Due by Sunday: Follow up with meaningful responses to classmates

Quiz:

  • Take the online quiz covering Weeks 2 and 3 material by Sunday

Week 4 (6 Sep -- 13 Sept, 2010)

Topics:

  • Interior and Exterior Security Concerns
  • The Inner Defenses: Intrusions and Access Control
  • Contingency Planning, Fire Protection, Emergency Response, and Safety

Reading:

  • Fischer, Halibozek & Green, Chapters 10, 11, and 12
  • PowerPoint Slides on Fischer, Halibozek & Green chapters
  • Lecture
  • Related Webliography and Lecture Website Entries

Discussion:

  • Due by Wednesday: First Responses to EACH Discussion Question
  • Due by Sunday: Follow up with meaningful responses to classmates

Security/Crime Prevention Project:

  • Submit Phase 2 of the Project to Instructor via Dropbox
  • Post a copy of Phase 2 of the project to the Special Discussion Thread

Week 5 (13 Sept -- 20 Sept, 2010)

Topics:  

  • Internal Theft Controls and Personnel Issues

Reading:

  • Fischer, Halibozek & Green, Chapter 13
  • PowerPoint Slides on Fischer, Halibozek & Green chapter
  • Lecture
  • Related Webliography and Lecture Website Entries

Discussion:

  • Due by Wednesday: First Responses to EACH Discussion Question
  • Due by Sunday: Follow up with meaningful responses to classmates

Quiz:

  • Take the online quiz covering Weeks 4 and 5 material by Sunday

Week 6 (20 Sept -- 27 Sept, 2010)

Topics:

  • Transportation/Cargo Security
  • Violence and Drug Use in the Workplace

Reading:

  • Fischer, Halibozek & Green, Chapters 14 and 15
  • PowerPoint Slides on Fischer, Halibozek & Green chapters
  • Lecture
  • Related Webliography and Lecture Website Entries
  • PowerPoint Slides on Workplace Violence

Discussion:

  • Due by Wednesday: First Responses to EACH Discussion Question
  • Due by Sunday: Follow up with meaningful responses to classmates

Security/Crime Prevention Project:

  • Submit Phase 3 of the Project to Instructor via Dropbox
  • Post a copy of Phase 3 of the project to the Special Discussion Thread

Week 7 (27 Sept -- 4 Oct, 2010)

Topics:

  • Retail Security
  • Terrorism and Other Tools of Destruction
  • Computers, Information, and and Information Systems Security

Reading:

  • Fischer, Halibozek & Green, Chapters 16, 17, and 18
  • PowerPoint Slides on Fischer, Halibozek & Green chapters
  • Lecture
  • Related Webliography and Lecture Website Entries

Discussion:

  • Due by Wednesday: First Responses to EACH Discussion Question
  • Due by Sunday: Follow up with meaningful responses to classmates

Quiz:

  • Take the online quiz covering Weeks 6 and 7 material by Sunday

Core Assessment:

·        Submit Core Assessment assignment to Instructor via Dropbox by Sunday

Week 8 (4 Oct -- 11 Oct, 2010)

Topics:

  • Selected Security Threats of the 21st Century
  • Security: The Future

Reading:

  • Fischer, Halibozek & Green, Chapters 19 and 20
  • PowerPoint Slides
  • Lecture
  • Related Webliography and Lecture Website Entries

Discussion:

  • Due by Wednesday: First Responses to EACH Discussion Question
  • Due by Sunday: Follow up with meaningful responses to classmates

Final Exam:

  • Take the proctored Final Exam

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93
All work submitted must be the student's own.  Any assistance received by a student in preparing papers or reports must be fully acknowledged and disclosed in the work submitted.  Students must cite and reference any sources from which data, ideas or words are used, either quoted directly or paraphrased.

Please be aware that using other's words and ideas without proper quotations and citations is a violation of Park University's Academic Honesty Policy. This course instructor takes this seriously and reports all violations to the College of Liberal Arts and Sciences and the College for Distance Learning.

Generally, for the first instance, a student receives a grade of zero (F) for the assignment and a warning. A second instance will result in failing the course.

It can't be said any clearer: IF YOU CUT AND PASTE TEXT FROM AN ONLINE SOURCE INTO YOUR ASSIGNMENTS (INCLUDING DISCUSSIONS) AND DO NOT USE QUOTATION MARKS, IN-TEXT and END CITATIONS, YOU ARE PLAGIARIZING and VIOLATING THE ACADEMIC HONESTY POLICY.

All students are advised to review the policy detailed in the Park University Undergraduate Catalog.

PLEASE REVIEW AND CHECK YOUR ASSIGNMENTS CLOSELY TO BE SURE YOU ARE NOT PLAGIARIZING.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
If you have ANY accessibility or issue of disability, please SELECT the Help and Resources link on the Course Home Menu. That takes you to the Online Student Help and Resource Page.

On that page, there is a "menu" on the left side of the page. About half way down you will find a link to "Accessibility and ADA". SELECT that link and you will have access to ALL of the ADA and Accessibility information at Park University.

Additional Information:
 

Changes or Modifications


The instructor reserves the right to modify the course content and schedule without prior notice and in accordance with the requirements of the course. 


Contacting the Instructor


The instructor is available and willing to assist students.  Please feel free to contact the instructor at any time if there are questions or need for assistance.  Appointments to meet or discuss outside of class can be arranged by contacting the instructor by telephone, e-mail, or personal communication.  When calling by telephone, if it is necessary to leave a voice-mail message, please indicate a preferred time of day for a response.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1-5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
The essay demonstrates a thorough appraisal of the researched information.  The essay is presented as a congruous and thoughtful exposition of ideas. The essay demonstrates a satisfactory appraisal of the researched information.  The essay is presented as a thoughtful exposition of ideas. The essay demonstrates a minimal appraisal of the researched information.  The essay is presented as a disparate exposition of ideas. The essay demonstrates no appraisal of the researched information.  The essay is presented as an incongruous exposition of ideas. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1-5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
The essay is a consolidated integration of the fundamental principles of security and loss prevention. Extends research well beyond minimum requirements. The essay is a presents the fundamental principles of security and loss prevention, but integration of themes is weak. The essay responds to individual issues of security and loss prevention, but without integration or consolidation of ideas. No evidence of combining researched material into a consistent whole. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1-5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Essay completely examines the fundamental principles of security and loss prevention.  It analyzes key elements using 8 or more course-external sources. Essay examines the fundamental principles of security and loss prevention, but may miss a few points.  It analyzes key elements using 6-7 course-external sources. Essay fails to satisfactorily examine the fundamental principles of security and loss prevention. It analyzes key elements using 1-5 course-external sources. Essay fails to examine the fundamental principles of security and loss prevention. It uses no course-external sources. 
Application                                                                                                                                                                                                                                                
Outcomes
1-5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
The essay shows multiple instances and exceptional understanding of terminology and concepts specific to the course core learning outcomes throughout. The essay shows sufficient and satisfactory use of terminology and concepts specific to the course core learning outcomes throughout. The essay shows minimal use of terminology and concepts specific to the course core learning outcomes throughout. The essay fails to demonstrate an understanding of terminology and concepts specific to the course core learning outcomes. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1-5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Essay conveys complete and exceptional information on the fundamental principles of security and loss prevention. Essay conveys sufficient information on the fundamental principles of security and loss prevention. Essay conveys minimal information on the fundamental principles of security and loss prevention. Essay conveys no information on the fundamental principles of security and loss prevention. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1-5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Essay contains all required technical components: 6-8 pages in length (excluding required cover and reference pages), typed, double-spaced.   Written in APA or MLA Style.  Contains fewer than five grammatical or spelling errors. Essay contains most required technical components.  Contains more than five grammatical or spelling errors but errors do not detract from understanding. Written in APA or MLA Style, but may have a few formatting errors. Essay contains few required technical components.  Contains more than five grammatical or spelling errors that detract from understanding. APA or MLA Style usage is barely evident. Essay contains no required technical components. There are so many errors in the APA or MLA writing convention, in the paper presentation, or in grammar and/or spelling that it is difficult to read. 

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Last Updated:8/2/2010 7:14:20 PM