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CJ 233 Introduction to Security
Gadberry, James H.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CJ 233 Introduction to Security

Semester

S1T 2012 DLA

Faculty

Gadberry, James H.

Title

Senior Instructor

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

gadberryeducation@yahoo.com

Semester Dates

16 January -- 11 March 2012

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:
 

The following resources which students will need to review and use suring the course are available in the online course website, either in DOC SHARING or in the weekly units. 

  • Risk Assessment Matrix
  • Facility Security Survey Tool
  • Outer Defenses PowerPoint slides
  • Workplace Violence PowerPoint slides
  • Fischer, Halibozek and Green Textbook PowerPoint slides

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.
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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:
 

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:
   

  • Weekly Discussions (8) - 25 points each week (8 x 25 = 200)
  • Unit Quizzes (4) – 50 points each quiz (4 x 50 = 200)
  • Security/Crime Prevention Project – Phases 1, 2, and 3 - 200 points (3 x 66.66)
  • Core Assessment – 200 points
  • Final Exam (Proctored) – 200 points

Weekly Discussions (8)

GENERAL INSTRUCTIONS FOR WEEKLY DISCUSSIONS:

In the first discussion activity, due by Wednesday, you respond specifically to the discussion questions, based on your integration of the course website documents, textbook readings, and supplemental course material. In the second part of the week, you are responding to the responses of your classmates.

You must
SUPPORT
(i.e., cite and reference) your responses with ideas, examples, and/or cases from your text and external readings and class material/discussion. Remember that the online threaded discussions are public messages and all writings in this area are viewable by the entire class.

Please be sure to respond to
EACH of the discussion questions for this week. Your first responses should consist of 150 words FOR EACH QUESTION, and be posted by midnight Wednesday. Then, post at least THREE meaningful responses to your classmates (i.e. a minimum of 200 total words)
by midnight Sunday.
To recap – Answer EACH question by Wednesday. Then, interact with your classmates by posting at least 3 responses by Sunday.

Minimum responses do not necessarily equate to full credit. Please review the Weekly Discussion Grading Rubric in the Course Home to fully understand what constitutes a response of
Exceeds Expectations. If you have questions about the grading criteria, please post them here also.

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.

Quizzes (4)

Quizzes may be subjective (short essay-type responses) or objective (true-fales, multiple choice, sentence completions) or a combination. 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.

Security/Crime Prevention Project

This is an applied security research project. Students will design and report on the application of risk (threat) mitigation strategies involving a physical Target Environment (TE).  A physical TE is a building or a complex of buildings belonging to a real organization, company, or business. It is acceptable to focus on a governmental organization as your TE. Students will focus on security's role in threats to the physical environment, crime prevention, and fire prevention and safety, against a particular TE. 

Students will identify a physical 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, and services geared towards mitigating the risk.

Students will complete the project in three phases, with one component due each of Weeks 2, 4, and 6.  Weekly components will be submitted to the Dropbox AND also 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 know how to apply them. You must demonstrate that you can synthesize, analyze, and evaluate information. You must correctly use APA or MLA formatting in source citations both in the body of your text and in the references. 

Project Components:

WEEK 2 (Phase 1) - Identify Physical Target Environment (TE), Problem, and Literature Review:  Identify a REAL physical TE, and a security or crime problem within this TE. Contact your instructor for approval of your TE.

Upon approval from your instructor, proceed to complete this component of the project. Start by identifying and discussing the security problem. 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. Obtain statistics or data related to the particular crime or problem.  Once the problem is identified, review 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 sources (e.g., interviews, agency documents, observations, and the course text) and OTHER sources (e.g., books and/or journal articles). A minimum of FIVE (5) resources is expected.  Any resource listed in your Reference section should have a corresponding in-text citation.  

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 are available in the course.

WEEK 6 (Phase 3) - Design Security or Crime Prevention Solution: Design a solution which will reduce the occurrence and risk of the problem(s) you identified in your 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 Plan (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:

Refer to separate instructions on Core Assessment above in Syllabus and Core Assessment Rubric below in 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:
 

 

  • Weekly Discussions (8) - 25 points each week (8 x 25 = 200)
  • Unit Quizzes (4) – 50 points each quiz (4 x 50 = 200)
  • Security/Crime Prevention Project – Phases 1, 2, and 3 - 200 points (3 x 66.66)
  • Core Assessment – 200 points
  • Final Exam (Proctored) – 200 points
Letter Grade Policy

Letter

Number of Points

Percent

A

900 - 1000

90-100

B

80 - 899

80-89.9

C

70 - 799

70-79.9

D

60 - 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.

 

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 Park University 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.
  • Students who claim that online/techinical difficulties are preventing them from completing/submitting course assignments on time must document their efforts to report the matter to the Help Desk and to the instructor. Requests for adjustments to assignment due dates based on technical problems will only be considered when evidence is provided docuementing these reports.


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 January -- 22 January

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 January -- 29 January

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 January -- 5 February

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 February -- 12 February

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 February -- 19 February

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 February -- 26 February

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 February -- 4 March

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  5 March -- 11 March

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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 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.

Bibliography:



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:1/3/2012 6:36:41 PM