Syllabus Entrance
Printer Friendly
Email Syllabus

CJ 205 Juvenile Justice System
Beshears, Michael


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 205 Juvenile Justice System

Semester

S1T 2013 DL

Faculty

Beshears, Michael

Title

Adjunct Faculty

Degrees/Certificates

Master of Science Degree, Criminology
Master of Science Degree, Criminology Master of Arts Health Care Administration

Office Location

Online

Office Hours

M-F 10-2

Daytime Phone

870-424-3221

Other Phone

870-405-4917

E-Mail

Michael.Beshears@park.edu

Semester Dates

S1T 2013  January 14 - March 10, 2013

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:
Siegel, Larry J. Juvenile Delinquency - 11th
Edition, Wadsworth Cengage Learning. ISBN: 978-1-111-34689-8

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:
CJ205 Juvenile Justice System: An introduction to the origins, philosophy, and objectives of the juvenile justice system. Focus is on the operation, legal processes, current trends and roles of the various actions within the juvenile justice system. 3:0:3

Educational Philosophy:
My educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. I will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the many diverse views and perspectives that characterize the study of juvenile delinquency and reflect its interdisciplinary nature.
  2. Interpret the theory, law, policy, and practice in the study of the juvenile system and relate the juvenile system to the adult.
  3. Apply current information about the juvenile justice system in theory and practice.
  4. Recognize the complexity of social, political, and economic systems and problems and develop ways to contribute to the solution of such problems as they involve the juvenile justice system.


Core Assessment:

Students will write two (2) Essays discussing the following issues: 
    
*ISSUE #1: The impact that media (i.e., television, video games, and music) has on delinquency.    

*ISSUE #2: How to reduce the incidence of the human trafficking of children.
In each essay, the student will formulate a reaction statement on the controversial issue, articulate the opinions from other source, and reach a personal opinion. All submissions must include the following technical components:
 
*Minimum length: Each essay will be five to six pages (i.e., 1,250-1,500 words) in length.
*An abstract, reference page, and a cover page will be included in each essay, but will not count as part of the minimum page (word) length.
*A minimum of five sources will be used to locate opinions on the provided topics. Sources must be from peer-reviewed scholarly journals from the Park University electronic databases.
*Essays must be in APA format.

Link to Class Rubric

Class Assessment:

 

Class Assessment:

Online Quizzes (Due Sunday of the Week Assigned) Each student is to access and take the self-grading online quizzes as assigned to the various weeks in the course.  There are a total of 5 online quizzes to be taken. Each quiz is worth 40 points with a combined aggregate point value of 200 points i.e., 20% of the total 1000 point grading scale utilized in the computation of the student's end of course grade.
----------------------------------------

Online Mid-term Exam (Due Sunday of Week 4) Each student is to access and take the self-grading online Mid-term exam as assigned to be completed in week 4 of the course. The mid-term exam is worth 250 points i.e., 25% of the total 1000 point grading scale utilized in the computation of the student's end of course grade.
-------------------------------

Essay Project - Core Assessment (Due Sunday of Week 6) Each student is to complete the written essay project reflected in week one. This assignment is due by No-Later-Than (NLT) Sunday of week six. The essay assignment is worth 230 points i.e., 23% of the total 1000 point grading scale utilized in the computation of the student's end of course grade. Required components:

1.        Answer essay questions using material from the text readings. Completely answers the questions. Correctly answers the questions Avoids extraneous material.

2.        Grading Rubric: The grades for this assignment are assigned as follows in accordance with the quality and closeness of your answers with the answers I am looking for as listed below: Start with: (230) points or 23% 206-230  Very Close or Right on target with what I was looking for 185-205 –Close, but some of your answers strayed and/or you needed to add a little more 162-184 - Average Answers, but more than a few of your answers lacked key points 137-161 - Below Average Answers in General 0-115 - Poor Answers in General.

Grading:

Quizzes: Five 40 points each Total:  200 Points         20%

End of Course Essay:  230 Points                             23%

Midterm:  250 points                                                25%

Final:  200 points                                                      20%

Discussions:  Eight 15 points each Total: 120 Points  12%

Late Submission of Course Materials:
Each week's work must be completed by Midnight Central Standard Time (CST) on Sunday. Discussion (student classroom participation) work must be posted in the classroom not later than Sunday of the week assigned. I will not accept these via email. They must be posted in the classroom e.g.., End of Course Essay in the week 6 drop box and week one discussion question in week one discussion message board in order to be scored. Posting placed in the wrong classroom message board and or written assignments not in the drop box will not be scored. Late discussion thread postings and end of course essays by students will receive a 5 (five)-point penalty for each day late after the due date up to 7 days. The required discussion posting(s) or other assignments i.e., not posted or completed after 7 days of their due date will not be scored and will receive the grade of zero. In addition, no work received after the last Saturday of the online term will be scored.

Classroom Rules of Conduct:

Policy #1: Communicate. If you are experiencing any confusion over course material, technical difficulties that are not being resolved and are preventing you from completing your assignments, or general questions about the course, let me know as soon as possible.  Note that if you wait until Sunday afternoon there is little chance of getting an answer before the assignment is due, so plan ahead.

 
Policy #2: Please post all questions of a general nature in the Office, Student Chat Area, or weekly discussion threads. Posting them in the threaded discussion area will allow your fellow students to benefit from your questions.  And remember, there are no stupid/silly questions. We are all here to learn!
 
Policy #3: E-Mail Procedures and Submitting Assignments General e-mail: When sending e-mail other than assignments, you must identify yourself fully by name and class in all e-mail sent to me and/or other members of our class. (You might be surprised at how many emails I get with nothing but something like "slick@yahoo.com" as an identifier.) My Response
Policy: I will check my e-mail frequently. I will respond to course-related questions within 24-48 hours (unless I notify you previously that I will be unavailable). When files are sent attached to an email, the files should be in Rich Text Format (RTF) or txt formats only. To save a file in either of these formats, click the drop down triangle next to the "Save as" box at the bottom of the save window. Because of viruses being transmitted via Word documents, I will not open any sent to me in "doc" format. (The link that indicates that it is ok to send Word documents (doc files) is incorrect!)
 
Policy #4: Workload/Due Dates. Each week's work must be completed by Midnight Central Standard Time (CST) on Sunday. Discussion (student classroom participation) work must be posted in the classroom not later than Sunday of the week assigned. I will not accept these via email. They must be posted in the classroom e.g.., week one discussion question in week one discussion message board in order to be scored. Posting placed in the wrong classroom message board will not be graded and will not be scored. Late discussion thread postings by a student will receive a 5 (five)-point penalty for each day late after the due date up to 7 days. The required discussion posting(s) or other assignments i.e., not posted or completed after 7 days of there due date will not be scored and will receive the grade of zero. In addition, no work received after the last Saturday of the online term will be scored.
 
Policy #5: Mid Term Examination A online Mid Term Examination will be offered during the fourth week of the class. It will cover the first 8 chapters of the textbook.
 
Policy #6: End of Course Essay Project(Core Assessment): The end of course essay project must be submitted to the drop box provided for it not later than Sunday of week six. Late submission of the essay project will receive a grade penalty. Essay projects not submitted for grading by its due date shall receive a 5 (five)-point penalty for each day late up to 7 days. Essay project homework not received within 7 days of the due date will not be scored and will receive a zero.
 
Policy #7: Comprehensive Final Examination A comprehensive examination must be taken in person at one of the Park's sites around the country or at an alternative location approved by the university and the instructor where Park University sites are not available. All Park sites are prepared to proctor exams and are the preferred choice. Unless you are more then two hours from a Park site, you are expected to use one of them to take your exam. (Exceptions will be carefully screened as per the directions I receive from the University. If your situation is exceptional, contact me before you submit your proctor form with details of your situation.) For these proctored examinations, photo identification is required. A proctor information form will be provided by Park at an address to be provided later. If you are unable to make arrangements with someone who meets these criteria, contact the instructor for acceptable alternatives. A proctor with email is much desired over one without email. Faxing and/or mailing are both relatively expensive, time consuming, and more prone to problems than email. Students are responsible for clicking on the link below and thoroughly reading each Online course policy.  If you have questions about any of these policies, please contact your instructor for clarification.

Course Topic/Dates/Assignments:

Week 1: January 14 - 20

Chapter and Topics: CH1 and CH2: Childhood and Delinquency; The Nature and Extent of Delinquency

Assignments: Complete the WK 1 discussion

Week 2: January 21 - 27

Chapter and Topics: CH 3, CH4 and CH 5: Individual Views of Delinquency; Sociological Views of Delinquency; and Social Reaction Conflict and Delinquency

Assignments: Complete Qz#1, WK 2 Discussion and Proctor form.

Week 3: January 28 - February 3

Chapter and Topics: CH6, CH7, and CH 8 Developmental Views of Delinquency; Gender and Delinquency; and The Family and Delinquency

Assignments: Complete Qz#2 and WK 3 Discussion.

Week 4: February 4 - 10

Chapter and Topics: CH9 and C10: Peers and Delinquency: Juvenile Gangs and Groups; and Schools and Delinquency

Assignments: Complete Midterm and the WK 4 Discussion.

Week 5: February 11 -  17

Chapter and Topics: CH11 and CH12: Drug Use and Delinquency and Delinquency Prevention:  Social and Developmental Perspectives

Assignments: Complete Qz#3 and the WK 5 Discussion.

Week 6: February 18 - 24

Chapter and Topics: CH13 and CH14: Juvenile Justice (Then & Now) and Police Work with Juveniles

Assignments: Complete Qz#4, WK 6 Discussion, and submit EOC

Week 7: February 25 - March 3

Chapter and Topics:   CH15 and CH16: Juvenile Court Process: Pretrial & Sentencing and Juvenile Corrections

Assignments: Complete Qz#5 and the WK 7 Discussion.

Week 8: March 4 - 10

Chapter and Topics:   CH 17: Delinquency & Juvenile Justice Abroad

Assignments: Complete Final Exam and WK 8 Discussion.

 

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 95-96

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 95

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 course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1-4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Each essay demonstrates a thorough appraisal of the researched information.  The essays are presented as a congruous and thoughtful exposition of a controversial issue in the juvenile justice system. Each essay demonstrates a satisfactory appraisal of the researched information.  The essays are presented as a thoughtful exposition of a controversial issue in the juvenile justice system. Each essay demonstrates a minimal appraisal of the researched information.  The essays are presented as a disparate exposition of a controversial issue in the juvenile justice system. Each essay demonstrates no appraisal of the researched information.  The essays are presented as an incongruous exposition of a controversial issue in the juvenile justice system. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1-5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Each essay is a consolidated integration of opinions related to a controversial issue in the juvenile justice system. Research is extended well beyond minimum requirements. Each essay presents opinions of a controversial issue in the juvenile justice system, but integration is weak. Research meets the minimum requirements Each essay present opinions of a controversial issue in the juvenile justice system, but without integration or consolidation of ideas. Research does not meet minimum requirements No evidence of combining researched material into a consistent whole. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1-4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Each essay completely examines the opinions surrounding a controversial issue in the juvenile justice system.   The analysis uses more than five sources. Each essay examines the opinions surrounding a controversial issue in the juvenile justice system. The analysis uses 4-5 sources. Each essay fails to satisfactorily examine a controversial issue in the juvenile justice system. The analysis uses   1-4 sources. Each essay fails to examine a controversial issue in the juvenile justice system. It uses no sources. 
Application                                                                                                                                                                                                                                                
Outcomes
1-5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Each essay shows multiple instances and exceptional understanding of terminology and concepts specific to the issue selected. Each essay shows sufficient instances and satisfactory understanding of terminology and concepts specific to the issue selected. Each essay shows minimal use of terminology and concepts specific to the issue selected. Each essay fails to demonstrate an understanding of terminology and concepts specific to the issue selected. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1-4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Each essay conveys complete and exceptional information on the fundamental principles of the issue selected. Each essay conveys sufficient information on the fundamental principles of the issue selected. Each essay conveys minimal information on the fundamental principles of the issue selected. Each essay conveys no information on the fundamental principles of the issue selected. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1-4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Each essay contains all required technical components: 5 - 6 pages in length (excluding required cover and reference pages), typed, double-spaced.   Written in APA style.  Contains fewer than five grammatical or spelling errors. Each essay contains most required technical components.  Contains more than five grammatical or spelling errors but errors do not detract from understanding. Written in APA style, but may have a few formatting errors. Each essay contains few required technical components.  Contains more than five grammatical or spelling errors that detract from understanding. APA style usage is barely evident. Each essay contains no required technical components. There are so many errors in the APA writing convention, in the paper presentation, or in grammar and/or spelling that it is difficult to read. 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:12/11/2012 2:02:11 PM