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CJ 251 Terrorism/Domestic Preparedness
Malbon, Ron L.,, Sr.


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 251 Terrorism/Domestic Preparedness

Semester

F2M 2012 CH

Faculty

Malbon, Ron L.,, Sr.

Title

Adjunct Faculty

Degrees/Certificates

B.A. Justice Administration
M.A. Criminal Justice

Office Location

Cherry Point

Office Hours

Contatct 808-741-5606

Daytime Phone

808-741-5606

E-Mail

ron.malbon@park.edu

Web Page

http://www.parkonline.org

Semester Dates

22 October 2012 - 16 December 2012

Class Days

--T-R--

Class Time

4:45 - 7:15 PM

Prerequisites

None

Credit Hours

3


Textbook:

Introduction to Homeland Security: Understanding Terrorism with an Emergency Management Perspective
1st Edition
David A.  McEntire, PHD
Wiley, 2009
ISBN: 978-0-470-12752-0
335 pages

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

http://www.fema.gov
http://www.asisonline.org
http://www.redcross.org
http://www.dhs.gov
http://apastlye.org
http://plagiarismchecker.com
http://citationmachine.com
 

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Course Description:
CJ251 Terrorism and Domestic Preparedness: An introductory study of the criminal justice systems response to threats of terrorism. The course explores terrorism and its impact on the development and maintenance of organizational responses to homeland security requirements. It considers the need for coordination and cooperation among diverse agencies required for planning and implementing domestic preparedness strategies. It examines the public policy environment within the context of organizing criminal justice agency responses to terrorist threats. 3:0:3

Educational Philosophy:
Obtaining knowlege is paramount for our nations security. Each student will be part of an interative learning experience based on lectures, readings, dicussions, essay, and presentation. The instructor will engage each student in critical thinking situations to educate students to be able to perform professionally and in many high risk activities under diverse and possibly adverse conditions in Homeland Security. This course will help develop an understanding of theory while acquiring the necessary skills and insights in for our nations security.

Learning Outcomes:
  Core Learning Outcomes

  1. Apply the definitions, ideas, and concepts of terrorism and homeland security to discussions about criminal justice organizational responses.
  2. Differentiate the structural features of terrorism, homeland security, and domestic preparedness.
  3. Identify current issues, trends, programs, and strategies in criminal justice agency responses to threats of terrorism.
  4. Explain the historical, cultural, political, and socioeconomic factors associated with terrorism.
  5. Compare and contrast government policy responses to terrorism and homeland security.
  6. Analyze issues bearing on the expanding role of local criminal justice organizations in responding to the national and international threat of terrorism.
  7. Evaluate organizational approaches in responding to homeland security requirements and mandates.


Core Assessment:

Students will write a consolidated, thematic Essay discussing four (4) primary issues:

ISSUE #1: The impact that international terrorism has had on United States homeland security policies.

ISSUE #2: The appropriate roles of local communities and law enforcement agencies in a national strategy for protecting the homeland.

ISSUE #3: How organizational bureaucracy inhibits cooperation across federal, state, and local jurisdictions.

ISSUE #4: What can be done to improve interagency cooperation.  

The assignment will be completed in two drafts. The first draft, due by Sunday of Week 4 will address Issues #1 and 2.  The second part, due by Sunday of Week 7 will address Issues #1, 2, 3, and 4, and include recommended revisions (if any) from the instructor.

The final draft must provide complete and equitable treatment of all issues and questions.  External research should be integrated to provide a consolidated examination of the fundamental ideas being expressed. All submissions must include the following technical components: 

  • A cover or title page.
  • Minimum length: The first draft will contain a body of text, with a minimum of 1,000 typed words (about 4 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages. The final draft will contain a body of text, with a minimum of 2,000 typed words (about 8 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages.
  • A reference page containing a minimum of 5 course-external resources (i.e., excluding the course textbook and content from the course) used and cited in the essay.

Written in APA or other acceptable formal research writing style (e.g., MLA, Chicago, etc.).

Link to Class Rubric

Class Assessment:

Two exams- composed of true/false, multiple choice, short answer, or essay questions
Paper
Presentation (Requirements will be discussed in class)
Attendance
Class participation/ homework

Grading:

Mid-term Exam: 20%
Final Exam: 20%
Paper: 20%
Presentation: 20%
Attendance: 10%
Class participation: 10%

Late Submission of Course Materials:
As adults, students, and working professionals, I understand you must manage competing demands on your time. Only students with excused absences will be allowed to make up missed course work. Absences will only be excused if there is a emergency, sanctioned conflict of schedule, or instructor notification in advance of absense.

Classroom Rules of Conduct:

Students are expected to act in a professional mannor. A student who acts unprofessionally will be asked to leave the class for the day and be considered absent and unexcused. Students who arrive late or need to leave to leave early are asked to sit near the door to minimize disruption. All students must be present for the majority of the class to avoid a absence. Cell phones and other electronics are not to be used and must be silenced prior to class.
 
Class discussions will often revolve around politically, morally, or emotionally charged topics. It is important to remember that the class is not here to judge or determaine what, if anything, is right or wrong. It is most useful for the class to address these topics from a desire to understand and be able to see strenghts and weaknesses. Critques should be handled with the utmost respect for all people involved.

Course Topic/Dates/Assignments:

Oct.23rd-Introductions Ch.1
Oct.25th-Ch.2
Oct.30th-Ch.3
Nov.1st-Ch.4
Nov.6th-Ch.5
Nov.8th-Ch.6
Nov.13th-Review for Mid-term exam/Guest speaker
Nov.15th-Mid-term Exam Chapters 1-6/ 1st draft of Reasearch paper due
Nov.20th-Presentations
Nov.22nd-Thanksgiving Day! NO CLASS!
Nov.27th-Ch.7&8
Nov.29th-Ch.9&10
Dec.4th-Ch.11
Dec.6th-Ch.12/ Final paper due
Dec.11th-Ch.13/ Review for Final exam
Dec.13th-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 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.

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
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Demonstrates a thorough appraisal of the researched information.  The essay is presented as a congruous and thoughtful exposition of ideas. Demonstrates a satisfactory appraisal of the researched information.  The essay is presented as a thoughtful exposition of ideas. Demonstrates a minimal appraisal of the researched information.  The essay is presented as a disparate exposition of ideas. Demonstrates no appraisal of the researched information.  The essay is presented as an incongruous exposition of ideas. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
A consolidated, thematic integration of the fundamental issues. Extends research well beyond minimum requirements. A basic compilation of the fundamental issues, but integration of research into a theme is fragmented. A response to some individual issues with insufficient research and consolidation of ideas. No evidence of combining researched material into a consistent whole. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Completely examines the fundamental issues. Analyzes key elements using more than the minimum of 5 course-external sources. A basic examination of the fundamental issues, but may miss a few points.  Analyzes key elements using a minimum of 5 course-external sources. A rudimentary examination of the fundamental issues. Analyzes key elements using 1 to 4 course-external sources. Fails to examine the fundamental issues. It uses no course-external sources. 
Application                                                                                                                                                                                                                                                
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Multiple instances (more than 5) demonstrating the application of terminology and concepts specific to the course core learning outcomes throughout. A demonstration (at least 5 instances) of the application of terminology and concepts specific to the course core learning outcomes throughout. A minimal demonstration (between 1 and 4) of the application of terminology and concepts specific to the course core learning outcomes throughout. Fails to demonstrate an application of terminology and concepts specific to the course core learning outcomes. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Conveys complete and exceptional information on the fundamental issues. Conveys sufficient information on the fundamental issues. Conveys minimal information on the fundamental issues. Conveys no information on the fundamental issues. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Contains all required technical components specified in the assignment
Contains fewer than five formatting, grammatical or spelling errors.
 
Contains most required technical components.  Contains no more than 10 formatting, grammatical or spelling errors but errors do not detract from understanding. Contains few required technical components.  Contains more than 10 formatting, grammatical or spelling errors that detract from understanding. Contains no required technical components. There are so many formatting, grammatical, or spelling that it is difficult to read. 

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Last Updated:10/4/2012 2:35:19 PM