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Course Syllabus Fall 2012
Semester
Virtual Campus
CJ-1010: Criminal Justice (SS) (DV)
Online Course Syllabus
Instructor
Instructor:
SLCC Associate Professor Dr. John Hill, DCJ,EdD,MA, MS, BS, AS, AA.
Salt Lake Community College (full-time, tenured faculty) and a Retired 20-year Police Officer. Cell
Phone: 801-842-9549 (Verizon), Office Phone/voicemail: 801-957-5362, Fax: 801-957-4444.
Office Location:
SLCC Miller Campus, PSET Bldg., Room 270-F, 2nd Floor
Mailing address: Salt Lake Community College, Miller Campus, 9750 South 300 West
Sandy, Utah 84070 (be sure to include the instructor name)
External E-Mail: [email protected] SLCC e-mail: [email protected]
eEducation Toll Free Number: 1-888-963-7522 (SLCC)
eEducation Service Center: 1-801-957-4406
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Technical Assistance: 1-877-725-5555
Technical Assistance: Distance Education Service Center
Course Description
This course covers the purpose, function, and history of the agencies in the American Criminal Justice
System which consists of three major components; Law Enforcement(Police), Courts, and Corrections (3
Credits) (Prerequisite: ENGL 1010 or equivalent suggested). This is a General Education (SS) course.
Course Objectives
Using the Internet as the instructional delivery source along with the assigned textbooks, students will
participate in this class and complete the class work by:
o Readingassigned chapters of the textbook or information from Internet sites,
o Completing on-line worksheets and other assignments,
o Responding and giving opinions to other class members through electronic
discussions,
o Searching the Internet, and
o Discussing key concepts with others through e-mail, discussion, or chat
sessions.
Technical Requirements
In order to participate in all class activities, each student must have access to the following:
Computer with either a Pentium processor or Macintosh capable of running OS 8 or
newer.
64MB RAM, minimum
5 meg of hard drive space
Internet access using either Netscape Navigator (version 6.0 does not work with this system)
or Internet Explorer (a java supported browser is recommended)
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Active e-mail account
Technical Skill
Requirements
Ability to send, receive, and attach files to e-mail
Ability to download files from the Internet to a hard drive
Ability to participate in forum, news, or other asynchronous group discussion formats
Ability to participate in a synchronous chat
Ability to formulate a systematic search of the Internet
Ability to validate information retrieved from the Internet
Textbooks
1. Criminal Justice in Action, 7th Edition, 2012 by Larry K. Gaines and Roger L. Miller.
Belmont, CA: Wadsworth/Thompson Learning. (Some) ISBN’s: ISBN-10: 0495812455
and ISBN-13: 9780495812456. (Textbook’s Companion website is
HERE: http://www.wadsworth.com/cgi-
wadsworth/course_products_wp.pl?fid=M20bI&flag=instructor&product_isbn_issn=9780495812
456&disciplinenumber=23 )
(YES --- the older Criminal Justice in Action, 5th or 6
th Editions by Gaines & Miller will also work for
this course, and is typically priced cheaper. Just go by the chapter titles and not the chapter numbers).
1. Exploring the Police: A Book of Readings, 2nd
Edition, 2008 byJohn Hill,Boston,MA:
Pearson Publishing. ISBN-0555029530 (or ISBN-13: 978-0555029534).
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à Criminal Justice in Action is used for the course Exams, and Exploring the Police: A Book of
Readings is used for the course Discussions.
The course textbooks can be ordered electronically from the Salt Lake Community College Bookstore or
from other electronic resellers such as Ecampus.com,Amazon, Pearson Custom or Barnes and Noble. You
may also purchase this book at any of the consortium partner bookstores.
Also...Pearson Education has available Exploring the Police...Call Toll-Free: 800-922-0579 (Fax: 800-
445-6991). Pearson Education Order Department, 200 Old Tappan Road, Old Tappan, NJ 07675.
Grading and Evaluation
It should be noted that while the principle goal of this course is the acquisition of knowledge about the
criminal justice system of theUnited States, students are expected to be able to convey this knowledge by
means of clear and effective writing.
Grades will be calculated based upon the following criteria for assignments explained in depth within
each unit.
Comprehension of readings and written assignments via Exams
Participation in forum discussions
All exams are electronically delivered
à There are 17 textbook chapters (Criminal Justice in Action by Gaines & Miller), or units, in this
course. Each unit will consist of assigned readings in the corresponding course textbook chapter, and a
series of chapter Exams (with an average of 7 questions per exam). There are 15
course Discussions (selected by the student, out of 24 total discussions available) based on the “reader”
textbook (Exploring the Police, 2nd
Edition by John Hill).
à Discussions are PASS/FAIL based upon participation in same. They are pass/fail because they
essentially require the student’s opinion on the topic, and this course is designed to be conducive to the
sharing of opinions and ideas…aimed at increasing our knowledge on the topics presented.
à Exam questions are worth 1 points each for a total of 100 possible exam points. The grand total
possible for all exam contained in this course is 100 [and Discussions figure-in (above)]…
Exam grading, based on a 100-point scale (and then Discussions factor in):
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Course Exam Points % Grade
(> 90 points) 90-100 A
80-89 80-89 B
70-79 70-79 C
60-69 60-69 D
0 to 69 <60 E
à Mid-Term & Final Exams there are NO Mid-term or Final Exams in this course!
Discussions grading (YOU pick any 15 of the 18 available Discussions):
Discussion postings % Grade
PASS 100% of Discussions Pass – 15 Discussions
PASS 90% of Discussions Pass – 14 Discussions
PASS 80% of Discussions Pass – 12 Discussions
PASS 70% of Discussions Pass – 11 Discussions
FAIL (E) <60% of Discussions E
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Please note that SLCC uses + and – grades in addition to the above grading scale, which can only benefit
the student for good course work such as class discussions, etc.
It should be noted that while the principle goal of this course is the acquisition of knowledge about the
criminal justice system of theUnited States, students are expected to be able to convey this knowledge by
means of clear and effective writing in the course discussions.
Course Overview
This course is divided into three sections of approximately 5 weeks in length, so far as “due dates.” The
course subject matter is broken down by the textbook authors into fiveparts each representing a study of a
particular area of the criminal justice system. Learning tasks within each unit direct the learning and
contain assignments. All learning tasks must be completed and assignments submitted in order to receive
full credit for the course.
Due Dates
à Due Dates for online courses vary each semester, and are posted in the course Calendar, the course
Discussion area, and sent via course E-Mail.
Special Needs
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Students with disabilities may request special accommodations by contacting the Salt Lake Community
College Disability Resource Center located at the Redwood Road Campus,CollegeCenter, Room 230.
You may call the center at (voice) 801-957-4659 or (TDD) 801-957-4646.
SLCC is an equal opportunity institution providing educational opportunities without regard to race,
color, national origin, age, sex, or disability.
ePortfolio
Electronic Portfolios at SLCC - General Education ePortfolio: Each student in General Education
courses at SLCC will maintain a General Education ePortfolio. Instructors in every Gen Ed course will
ask you to put at least one assignment from the course into your ePortfolio, and accompany it with
reflective writing. It is a requirement in this class for you to add to your ePortfolio, and this syllabus
details the assignment and reflection you are to include. Your ePortfolio will allow you to include your
educational goals, describe your extracurricular activities, and post your resume. When you finish your
time at SLCC, your ePortfolio will then be a multi-media showcase of your educational experience.
For detailed information visit http://www.slcc.edu/gened/eportfolio.
After you have picked an ePortfolio platform, go to the corresponding help site to watch the
tutorials and look at the examples so you can get started on your own:
http://slcceportfolio.yolasite.com
http://slcceportfolio.wordpress.com
http://slcceportfolio.weebly.com
If you would like to start your ePortfolio in a computer lab with a person there to help you,sign up online
for one of the free workshops at the Taylorsville-Redwood, South, and Jordan libraries:
http://libweb.slcc.edu/refilt/forms/eportfolio
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There is also a tutorial that shows students how to put their ePortfolio into MyPage, and also shows
faculty how to access ePortfolios from their class rolls.
It is on the SLCC FTLC website HERE: http://beyondchalk.squarespace.com/faq/eportfolios/how-do-i-
access-student-eportfolios.html
à Your ePortfolio assignment for this course is posted below…(writing assignment): “Do Police
Officers Need A College Education?” (See below)
It is due by the end of this semester. When you have completed the assignment, please submit it through
the course web site’s ASSIGNMENTS link (at the left-hand side of the course menu). You may also
include your web link there within (if necessary). Please use the course “Assignments” link and do not e-
mail the ePortfolio to the Instructorbecause the course system won’t allow a grade to be entered unless
something is submitted therein.
Writing Assignment /
Paper
Writing Assignment / Term Paper: The Criminal Justice department (in Spring 2011) mandated a
Writing Assignment/Paper for every course within the department. Here in CJ-1010, your ePortfolio
WILL count as your writing assignment so long as it is an actual Writing Assignment/Paper …and not
simply a weblink to your ePortfolio.
Diversity Requirement (DV): You must also strive to tie-in some aspect of Diversity to your writing.
Faculty Biography
Faculty:
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Dr. John Hill
Office: Salt Lake City, USA
Office Hours: Essentially 24-7-365 here online, but 2:30pm-5:00pm MST at Miller Campus work well
also (by appointment). Office is PSET-270-F.
Phone: 801-842-9549 (Verizon cell phone)
E-Mail: [email protected] or [email protected]
By now you may be wondering "Who is John Hill?" I retired with 20 years of law enforcement in New
Jersey and moved to Utah over 12 years ago. I had served for 2 years as a Sheriff's Correction Officer
and then 18 years as a municipal Police Officer (1980-2000). A third-generation street cop, my father and
grandfather both served with the City of Newark (NJ) Police Department. As a cop, I was aggressive,
loved “action” of police work, earning some 18 police valor medals, five police service medals, and some
30 other awards and written commendations. I guess you could say that I am an "adrenaline junkie,"
because I ponder going back on the streets every week.
I now serve as a full-time tenured Assoc. Professor of Criminal Justice at Salt Lake Community College. I
am starting my 13th year at SLCC. I also serve as a (part-time, as needed) Criminal Justice faculty
member at Weber State University (Utah), Northcentral University (AZ), Harrisburg Area Community
College (PA), and the University of Phoenix(Utah Campus). Previously, I taught criminal justice in Jersey
City, NJ, for over four years at Hudson County Community College. My college education includes an
A.S. degree in Criminal Justice, an A.A. degree in Public Administration, a B.S. in Human Services, and
a Master's Degree in Criminal Justice, and a second Master's Degree in Psychology. I also earned a
Doctor of Criminal Justice degree (D.C.J.), and a second Doctorate (Ed.D.) in Higher Education
Leadership (with a Criminal Justice Specialization).
I have been fortunate enough to have published over 25 articles in various criminal justice publications,
including the FBI Law Enforcement Bulletin, and the Law Enforcement News of John Jay College -
CUNY. Additionally, I published papers on directed patrol and service-driven policing, racial profiling,
victimology, crime, and government corruption in the annual Journal of the Utah Academy of Sciences,
Arts, and Letters(2002, 2003, 2004, 2005, 2006, 2007 and 2010 Journals) (ISSN-0083-4823). I have four
textbooks published; 1. Exploring the Police: A Book of Readings (© 2004, ISBN-0536758824),
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2. Directed Police Patrol: and Other Service-driven Policing Strategies (© 2004, ISBN-0536704457),
3. Exploring the Police: A Book of Readings, 2nd
Edition (© 2008, ISBN-0555029530) and 4. Directed
Police Patrol: and Other Service-driven Policing Strategies, 2nd
Edition (© 2009, ISBN- 0558372198).
And, I am presently finishing up a memoir on street policing.
Please let me know what I can do to help you in your studies. Like many of you, I was a student with a
full-time job. I enrolled in college some 25 years ago, and I've never stopped taking courses until Fall-07.
I like to say "I put myself through college by delivering police at night." Indeed, I’ve been enrolled in
college, full-time, for the last 18 years of my 25 school years! There are some "tricks" to all this...the best
of which is self-discipline (it has rewards!).
John Hill
Dr. John Hill, DCJ, EdD, MA, MS, BS, AA, AS
Assoc. Professor of Criminal Justice
Textbook Chapters:
Criminal Justice in Action
CRIMINAL JUSTICE IN ACTION, 7th
Edition
Table of Contents
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Part 1: The Criminal Justice System
1. Criminal Justice Today
2. Causes of Crime
3. Defining and Measuring Crime
4. Inside Criminal Law
Part 2: The Police and Law Enforcement
5. Law Enforcement Today
6. Challenges to Effective Policing
7. Police & the Constitution: The Rules of Law Enforcement
Part 3: Criminal Courts
8. Courts and the Quest for Justice
9. Pretrial Procedures: The Adversary System in Action
10. The Criminal Trial
11. Punishment and Sentencing
Part 4: Corrections
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12. Probation and Community Corrections
13. Prisons and Jails
14. Behind Bars: The Life of an Inmate
Part 5: Special Issues
15. The Juvenile Justice System
16. Homeland Security
17. Cyber Crime, and the Future
Textbook Chapters:
Exploring the Police
EXPLORING THE POLICE: A Book of Readings, 2nd
Edition
Table of Contents
Foreword
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Preface
Acknowledgements
Part One: Who are the Police?
Chapter 1: A Professor's Street Lessons, by George L. Kirkham
Chapter 2: Blue Truth, by Cherokee Paul McDonald
Chapter 3: Why Cops Hate You, by Chuck Milland
Chapter 4: Cop, Killer: A Real-Life Dirty Harry (Norm Nelson, LAPD) Pulled the Trigger 32 Times, by
Jason Harper
Chapter 5: Cop Diary, by Marcus Laffey
Chapter 6: My Life in the NYPD: Jimmy the Wags, by James Wagner
Chapter 7: Blue Blood by Edward Conlon
Chapter 8: Turnpike Trooper: Racial Profiling & theNew JerseyState Police, by John Hogan
Chapter 9: E-Man: Life in the NYPD Emergency Services Unit, by Al Sheppard (with Jerry Schmetterer)
Chapter 10: Circle of Six: The True Story ofNew York's Most Notorious Cop-Killer and The Cop Who
Risked Everything to Catch Him, by Randy Jurgensen (with Robert Cea)
Chapter 11: Learning Police Ethics, byLawrenceSherman
Chapter 12: The Police Officer's "Working Personality", by Jerome Skolnick
Part Two: What are the Police Doing?
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Chapter 13: The Police and The Public, by Albert J. Reiss
Chapter 14: TheKansas CityPreventive Patrol Experiment: A Summary Report, by George L. Kelling,
Tony Pate, Duane Dieckman, And Charles E. Brown
Chapter 15: The LAPD is Treated to a Business Analysis and It Comes Up Short, by Jeff Bailey
Chapter 16: The Crime Fighter: PuttingAmerica's Bad Guys out of Business, by Jack Maple with Chris
Mitchell
Part Three: What Should the Police Be Doing?
Chapter 17: Broken Windows: The Police and Neighborhood Safety, by James Q. Wilson and
George L. Kelling
Chapter 18: The Turnaround: HowAmerica's Top Cop Reversed the Crime Epidemic, by William Bratton
with Peter Knobler
Chapter 19: Directed Patrol Exponential: thePhiladelphiaPolice & Compstat, by John Hill
Chapter 20: What We've Learned About Policing, By William J. Bratton & William Andrews
Chapter 21:PhiladelphiaPolice go Online to Fight Crime, by ESRI.
Chapter 22: How to Run a Police Department, By George L. Kelling
Chapter 23: Smart Cop: John Timoney's Formula for Success: Modern Science and Common Sense,
by Howard Goodman
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Chapter 24: Crime Control by the Numbers: Compstat Yields New Lessons for the Police and the
Replication of a Good Idea, by David C. Anderson
References
About the Author
Afterword
______________________________________________________________________________
Do Police Officers Need A College Education?
ePortfolio Assignment (Writing assignment) · CJ-1010 Criminal Justice
______________________________________________________________________________
In your opinion, do you believe that police officers should have a college education? Does it make for
a better officer? If you believe that officers should have a college education…then, what level of
education? (i.e., Associate Degree, Bachelor’s Degree, Master’s Degree?). How about for SGT.’s, LT.’s,
CAPT.’s, and Chiefs? Would salaries need to be adjusted along with any educational requirements?
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It is said that the insularity of police sub-cultural influences may well be softened by educational
contact with other segments of contemporary society. And, that police professionals will be better
equipped to deal with the highly sophisticated investigative techniques of the 20th Century [Johnson, H.
A., Wolfe, N. T., & Jones, M. (2008), History of criminal Justice (4th Ed.). Newark, NJ: Matthew Bender
& Company, Inc./LexisNexis Group., pp. 321-322].
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______________________________________________________________________________
Note form John Hill: One of the best responses I've seen, to the question of whether police officers
should have a college education, came from Dr. G. W. Lynch, then-President of John Jay College of
Criminal Justice...HERE:
POLICE OFFICERS NEED COLLEGE TRAINING
A January 31st New York Post headline proclaiming "City won't insist new cops have college" was a bit
misleading. While it seems that the NYPD's new educational standard will not be applied retroactively to
current recruits who have already passed the entrance exam, the Police Department has, indeed, made
significant strides in the area of more rigorous entrance requirements.
Raising the minimum age to 22 and requiring at least 60 college credits or an Honorary Discharge from
the Military, as they have done, are steps in the right direction and long overdue.
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Such requirements can make a huge difference. For example, of the police officers arrested for corrupt
acts over the last four years, 86 percent of them would not have even been hired in the first place under
these new standards.
The fact is that every national commission that has studied policing over the past 60 years has called for a
college degree to become a police officer. Furthermore, every major profession today educates its
members through university-based education - except for police.
University-based training provides an appreciation for a civilian perspective and a fresh instructional
approach by those who are less subjective but who are knowledgeable in the wide range of disciplines and
skills related to policing. This gives officers exposure to humanities, social sciences, modern
technologies, ethical issues and the knowledge of the multi-dimensional aspects of crime and its impact
on society. Practical internships with community groups and social service agencies could help foster
mutual cooperation and respect between the future officers and the community they will serve.
We have enormous expectations of our police officers, but we don't invest enough in preparing them for
their enormous tasks. Police officers need not only physical courage but sound judgment, good reasoning
ability, knowledge of the law and maturity. A college degree can help provide these qualities.
Dr. Gerald W. Lynch, President
John Jay College of Criminal Justice
City University of New York
Published in the NY Post / WED FEB 14th, 1996 / Post Letters, p. 26
______________________________________________________________________________
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Appendix A: Dropping or
Withdrawing From a Class
Dropping or Withdrawing From a Class:
If you are unable to continue your class, you must follow the proper procedure to drop or withdraw from
the class. Failure to do so may result in a failing grade and will affect your SLCC GPA. Failing or
withdrawing from a class may affect your eligibility for financial aid in the future.* Read below to
understand the difference between dropping and withdrawing. The procedures and deadlines are also
explained below.
Drop:
The deadline for dropping a class is three weeks after the college semester starts. If you need to drop a
class you do so with a Drop/Withdrawal form. Print out the form, talk to the instructor and return the form
to our office. The address and fax number are on the form. Check MyPage to make sure that you are
properly dropped from the class. Classes that have been dropped do not show on a SLCC transcript and
do not affect SLCC GPA.
Withdrawal:
The deadline for withdrawing from a class is published each semester. Withdrawing from a class does not
erase the class from your SLCC transcript. The class will appear with a 'W' on the SLCC transcript, this
does not affect the SLCC GPA. Students can withdraw with instructor’s approval anytime after the drop
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deadline and before the published withdrawal deadline. If you need to withdraw from a class you do so
with a Drop/Withdrawal form. Print out the form, talk to the teacher and return the form to our office.
The address and fax number is on the form. Check MyPage to make sure that you are properly
withdrawn from the class.
Appendix B: CJ
Department Rubric, etc. on
ePortfolio/Writing
Assignment
Research Paper:
A research paper/writing assignment will be required for this class. The paper should allow the
student the opportunity to research a particular aspect of the Criminal Justice System. Please choose a
topic related to the Criminal Justice System that interests you. This could involve controversial issues in
law enforcement, the impact of technology on law enforcement, constitutional issues, specific statutes or
laws, or even a case study. However, you must incorporate concepts discussed in the textbook into the
paper. The student should use multiple sources from academic journals and/or books. Limit your
research away from web-based research sites (unless accessing a scholarly journal) and weekly
periodicals such as Time and Newsweek.
The most important part of the assignment is content. However, students are expected to use clear
and concise English on all written assignments and exams. A student’s grade on any written assignment
may be affected by poor use of grammar, punctuation, or spelling. Provide proper references
(bibliography and citations/footnotes). Use APA, MLS, or any SLCC approved format when
documenting references. Refer to the Research Paper Grading Rubric for more specific grading criteria.
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Department (Not J. Hill’s) Recommended Rubric:
Qualities & Criteria Poor (0-80) Good (80-90) Excellent (90-100)
Format/Layout
Presentation of the text
Structuring of text
Follows require-ments of
length, font and style
(Weight 15%)
Follows poorly the
requirements related
to format and layout.
Follows, for the most
part, all the
requirements related
to format and layout.
Some requirements
are not followed.
Closely follows all
the requirements
related to format and
layout.
Content/Information
All elements of the topics
are addressed
The information is
technically sound
Information based on
careful research
Coherence of information
(Weight 50%)
The essay is not
objective and
addresses poorly the
issues referred in the
proposed topic. The
provided information
is not necessary or not
sufficient to discuss
these issues.
The essay is objective
and for the most part
addresses with an in
depth analysis most of
the issues referred in
the proposed topic.
The provided
information is, for the
most part, necessary
and sufficient to
discuss these issues.
The essay is objective
and addresses with an
in depth analysis all
the issues referred in
the proposed topic.
The provided
information is
necessary and
sufficient to discuss
these issues.
Quality of Writing
Clarity of sentences and
paragraphs
No errors in spelling,
grammar and use of
English
Organization and
coherence of ideas
(Weight 20%)
The essay is not well
written, and contains
many spelling errors,
and/or grammar
errors and/or use of
English errors. The
essay is badly
organized, lacks
clarity and/or does
not present ideas in a
coherent way.
The essay is well
written for the most
part, without spelling,
grammar or use of
English errors. The
essay is for the most
part well organized,
clear and presents
ideas in a coherent
way.
The essay is well
written from start to
finish, without
spelling, grammar or
use of English errors.
The essay is well
organized, clear and
presents ideas in a
coherent way.
References and use of references
Scholarly level of
references
How effective the
references are used in the
essay
Soundness of references
APA style in reference list
Most of the
references used are
not important, and/or
are not of
good/scholarly
quality. There is not a
minimum of 4
scholarly resources,
and/or they are not
Most of the references
used are important,
and are of
good/scholarly
quality. There is a
minimum of 4
scholarly resources
that are for the most
part used effectively
All the references
used are important,
and are of
good/scholarly
quality. There is a
minimum of 4
scholarly resources
that are used
effectively in the
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and for citations
(Weight 15%)
used effectively in the
essay. References are
not effectively used,
and/or correctly cited
and/or correctly listed
in the reference list
according to APA
style.
in the essay. Most of
the references are
effectively used,
correctly cited and
correctly listed in the
reference list
according to APA
style.
essay. All the
references are
effectively used,
correctly cited and
correctly listed in the
reference list
according to APA
style.
Overriding criterion: 0riginality and authenticity. If the essay is identified as not being original,
and/or not done by the student, the instructor has the right to grade the paper as an E.
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~~~~~ Course Syllabus Revised July 1st, 2012 ~~~~~
Date Day Details
Sep 30 Sun
Quiz_01
due by 11:59pm
Quiz_02
due by 11:59pm
Quiz_03
due by 11:59pm
Quiz_04
due by 11:59pm
Quiz_05
due by 11:59pm
Nov 4 Sun
Quiz_06
due by 11:59pm
Quiz_07
due by 11:59pm
Quiz_08
due by 11:59pm
Quiz_09
due by 11:59pm
Quiz_10
due by 11:59pm
Nov 30 Fri ePortfolio
due by 11:59pm
Dec 6 Thu
Quiz 17
due by 11:59pm
Quiz_11
due by 11:59pm
Quiz_12
due by 11:59pm
Quiz_13
due by 11:59pm
Quiz_14
due by 11:59pm
Quiz_15
due by 11:59pm
Quiz_16
due by 11:59p