Discussion Response to 2 students 150+ words each tonight if possible

Do not grade or critique work, reply as student.

First response to Ansonia

 

“Retribution, deterrence, and incapacitation are usually cited as the reasons for keeping the death penalty (Clear, Cole, & Reisig, 2017). To me, that feeling leans towards “an eye for an eye” situation. I have been in talks and debates about if the capital punishment works for our modern times. I can see where the death penalty “can save up to $1 million in incarceration costs over the lifetime of each murderer” (Clear, Cole, & Reisig, 2017), but I do not feel that taking a person’s life is up to us. When someone commits a murder, they are acting out against the way of life. The people want restitution and they want someone to blame. I can not see myself agreeing to such a punishment unless the person who committed inexplicable acts absolutely deserved it. If someone was to harm a child in any way, as a mother, yes I would want that person to pay, but I feel that the death penalty is just an easy out. I would want the person to really hate themselves for what they did by having to live with their consequences for the rest of their lives. The money, to me would mean nothing if I knew that person was beating themselves up for their crime. I see the effectiveness of the death penalty in that it ensures that these horrible people are no longer among us, but how I look at it, an “eye for an eye” is never the answer. 

Clear, T.R, Cole, G.F., & Reisig, M.D., (2017) American Corrections(12ed.) Boston. MA, Cengage Learning

Second Reply to Alana

 

I will argue for the death penalty. However, there should be some stipulations e.g. proving that the convicted person is 100% guilty and/or their admission of guilt, and that the execution should be done in the most humane way possible. All efforts should be made to prove guilt otherwise it could mean executing an innocent person. McLeod (2018) mentions that the Supreme court uses future dangerousness as a determinimg factor is deciding who receives the death penalty. I beileve that is an important factor to consider, but could still be considered a problem depending on who is making this decision.

The death penalty has two justifications retribution and deterrence for capital crimes (McLeod,2018). Detterence seems to be the main goal of the death penalty. However, there is the argument, by some scholars, that the death penalty shows that it is not a an effective deterent of crime (Fletcher, 2014). 

Methods of exectution have varied over the years and some of been deemed unsconstitituional an example of this is the electric, this was once seen has more humane then hanging, but is now deemed constitutional by the state of Nebraska (Fletcher, 2014). Currently most states now use letheal injection as the preferred method of execution, however Califronia has put a moratorium on this method due to concerns about this method (Fletcher, 2014). 

References:

Fletcher, W. A. (2014). Our broken death penalty. New York University Law Review, 89(3), 805.

McLeod, M. S. (2018). the death penalty as incapacitation. Virginia Law Review, 104(6), 1123.

“A” WORK REPLY

Many other countries have but a single, unified police force. Do you believe that implementing a national police force of this type would work in the United States? Why, or why not?

REPLY TO MY CLASSMATE’S RESPONSE TO THE ABOVE QUESTIONS AND EXPLAIN WHY YOU AGREE? (A MINIMUM OF 100 WORDS or MORE)

                                                         CLASSMATE’S POST

There is not a national police force in the America, where policing is organized in every state according to the Peace Officer Standards and Training (POST) on a local and state basis. Having one National Police Force would not work or be beneficial to the citizens because every state is, and city is different and unique. The United States has around 500,000 police officers and a total of 40,000 separate police forces, over half of which are simply one or two-man sheriffs’ offices in small towns. The founders did not want a police state. They knew that concentrating power in one police organization leads to tyranny. Many citizens believe that racial injustice is simply a part of police officers’ manner of operation. As such, in some areas, police agencies have lost their legitimacy. Legitimacy, according to Peak and Giacomazzi (2019), is the extent to which the community believes that police actions are appropriate, proper, and just.

In considering all politics is local. Therefore, local policing is more in tune to the needs of the community they are tasked to police. Even Federal Police, such as US Capitol Police, ATF and Border Patrol, are constrained by their respective missions. America it is NOT a single nation, but a Union of 50 different ‘nations,’ or states that came collectively to make a small principal government for the collective protections of local citizens. Each U.S. State is unique, it has its own unique laws, justice system, and law enforcement agencies. The federal law enforcement agencies (like the FBI) are brought in for cases where a criminal has committed crimes in more than one State, or has committed crimes in federal jurisdiction for example, on a federal military installation, located within a specific U.S. State. Police Chiefs and executives are now becoming much more heavily involved in what is constitutional policing which is a cornerstone of community policing and the efforts of problems solving (Peak, & Giacomazzi, 2019). Therefore, a national Police Force will create more problem and is not necessary. It’s against the political philosophy of America. The longtime director J. Edgar Hoover, Director of the FBI was watchful in preventing any effort to turn the FBI into a form of national police force. The FBI is an INVESTIGATIVE agency.  It would invest too much power into a single agency. The U.S. prefers multiple agencies, both federal and state and local, to respond to specific law enforcement needs.

                                                                             References

Peak, K. J., & Giacomazzi, A. L. (2019). Justice administration: Police, courts, and corrections management (9th ed.). New York, NY: Pearson

Criminal Law Emily

 

While a bunch of neighbors were finishing a late-night dinner on the patio of a home, a man wearing a ski mask and carrying a gun visible to all leaped onto the patio and demanded money, threatening to shoot someone if his demand was denied.  The man took off his ski mask and took some chicken wings.  After eating a few of them he commented the food was very good. The neighbors offered him more food, and he put his gun in his belt.  He apologized and told them he had come to the wrong house.  The man left, stealing nothing and hurting no one. 

Did the person commit the crime of attempted robbery or robbery under the MPC?  Can he argue successfully that he abandoned his criminal activity before a crime was committed?

According to the MPC anyone that attempts to take or does take by force, temptation, violence or intimidation can be considered having committed robbery or attempted robbery. [1] Also, whoever has the intent to take something that isn’t theirs also can be considered having committed robbery or attempted robbery. [2] This man clearly had the intent because he demanded money that was no his. He used intimidation and force and although he was robbing the wrong house he still had the intent to rob and used force and intimidation to do so.

My personal thoughts, thank goodness the chicken wings were good! What would have happened had there not been chicken wings or they hadn’t been good? Would he have stayed committed? It wasn’t until he mentioned the food was good and was offered more that he told them “sorry wrong house”. Excuses and good food doesn’t negate the fact that this attempted to commit/did commit a crime. He attempted burglary and who knows if certain factors had varied if that attempt would have turned into an actual successful burglary or worse the people on the patio didn’t comply and he shot them then robbed them and committed two crimes. I definitely would like to know others thoughts on this.

respond to this discussion question in 150 words

CJ305 A5

DUE IN 8 HRS NO PLAGIARISM!!!!!!

 

Official Misconduct

Prologue:

Today at noon, an undercover, Federal Agent, Hans Cuff arranged a briefing at the sheriff’s department.  All the ATF agents, Grantham County Deputies, and University City Officers involved in the drug investigation regarding the large shipment of meth were present for this meeting. 

Cuff informed the officers that the confidential informant, Mookie, called him this morning to fill him in on the details of the shipment of meth.  Mookie told Cuff to be at 123 Elm Street, University City, at 3:00 p.m.; this is when and where the delivery of meth will take place. After the briefing, Cuff was fitted with a wire so the other officers could hear what was transpiring in the house. All the officers received their instructions on where to post around the house and down the street so as not to draw attention to themselves.  At 2:45 p.m., Agent Cuff arrived at 123 Elm Street and knocked at the door.

 Mookie answered the door and told Cuff to come inside; once Cuff stepped into the house, Mookie shut the door behind him.  All of a sudden, Dreadford grabbed Cuff’s right arm and another male who Cuff did not know grabbed his left arm. Mookie put a gun to the back of Cuff’s head and told him to kneel. 

Cuff slowly kneeled to the floor; he said, “The same thing happened to me in Vegas” (This was the safe phrase to alert the other officers that Cuff was in trouble).  In no time at all, several officers kicked in the front and back doors, entered the house, and held all three suspects at gunpoint.  The officers arrested Mookie, Dreadford, and the other male identified as Pedro Ramirez without incident. After reading the suspects Miranda warnings, both Dreadford and Ramirez asked for an attorney, so the officers booked these two into the county jail.   

Mookie was the only one who agreed to talk but only if he could get a deal.  Detective Stubblefield said he would speak to the county prosecutor and see what he could do.  However, the deal was dependent on the value of the information.  Mookie told Detective Stubblefield that the dispatcher dating Dreadford is the one who gave them all the confidential information on the city and county’s drug investigations.  Mookie asked Detective Stubblefield if the information was good enough to get a deal.

Detective Stubblefield said, “I believe it is.”  Detective Stubblefield put Mookie into protective custody and booked him in the county jail where the correctional officers will make sure to segregate Mookie from other inmates.

Based on the information Mookie provided, Stubblefield received a warrant to search Badpenny’s house.  When the officers served the warrant, and arrested and charged Imogene Badpenny with possession of methamphetamines (felony), possession of drug paraphernalia (misdemeanor), and official misconduct (misdemeanor) (using her position at the sheriff’s office to access confidential information for personal gain).  While at Badpenny’s house, the officers’ uncovered evidence to collaborate Mookie’s story about the documents Badpenny obtained for Dreadford regarding the drug investigations.

After Badpenny’s arrest, the sheriff fired her, and with the loss of her job, Badpenny did not have enough money to hire an attorney.  During Badpenny’s arraignment, Judge Noble Hands had Badpenny fill out indigent paperwork to request a public defender and set her bond at $50,000.  Badpenny was not able to post bond given her financial situation, so she returned to the jail where Badpenny will stay until her next court appearance.

Assignment:

Write a paper, discussing the ethical system that explains why Badpenny’s gave Dreadford confidential information, and how indigency affects an offender’s ability to receive competent council.  Also, analyze how conflicts of interest may occur with attorneys (both prosecution and defense) along with the judge in the above scenario.  

*Hint: remember, Badpenny has worked for the sheriff’s department for years and lives in the community; she probably knows all of the attorneys and judges.

wk2 hum300 questions parrt 2

hum 300 I need each question answered and numbered 

 

  • devastation of war
    1  Class, if you’ve seen the movie version, do you think the mission was accomplished? The beginning of the war seemed to generate quite a bit of patriotic fervor, much as the days following 9/11 did in the 21st century. Songs such as “Praise the Lord and Pass the Ammunition” were popular, and enlistment posters extolled the values of each of the services. You’ve probably heard of Rosie the Riveter–real-life Rosies turned out an airplane an hour in the Willow Run plant in Detroit, while boy scouts collected scrap metal for weapons.

 

2  Perhaps the most famous actor to join up in WWII was Ronald Reagan, who became famous later as President…Jimmy Stewart, as well, was a fighter pilot, and stayed in after the war…I believe he eventually was promoted to general…many actors and actresses served–or participated in Bob Hope’s USO shows, which brought entertainment to the troops stationed all over the world. 

 

3  women writers 

  • here were many females who were a part of gaining gender equality. Christine de Pisan was one of those females. She was a French poet who wrote in the defense of woman. De Pisan is arguably the first female author in Europe that was making her living by writing. She helped a woman achieve becoming an author by simply providing the example that it can be done.

     Who were some other women in art and literature who worked to gain gender equality in the postwar era

 

 

1. Describe Okonkwo, the protagonist of “Things Fall Apart.” How does he work to achieve greatness as defined by his culture? 2. Describe Unoka, Okonkwo’s father. What are Okonkwo’s feelings toward Unoka, and why? How does his father shape Okonkwo’s cha

1. Describe Okonkwo, the protagonist of “Things Fall Apart.” How does he work to achieve greatness as defined by his culture? 

2. Describe Unoka, Okonkwo’s father. What are Okonkwo’s feelings toward Unoka, and why? How does his father shape Okonkwo’s character and actions? 

3. Describe the setting (time, place, culture) of the novel. How is social life organized? 

4. What do we learn from the kola ceremony of hospitality? Note how Achebe introduces—but does not fully explain–Igbo customs, rituals, and ceremonies in the novel. Think about why Achebe chooses to do this, considering that he wrote for an international non-African audience as well as his own peoples.

5. What are the important crops? How does sharecropping work? What are the male and female designated crops? What is the relationship of women to agriculture?

 

6. What roles does Chielo play in the village?

 

7. How has Nwoye begun to “act like a man”? What values does Okonkwo associate with manliness? How does Nwoye relate to these values?

 

8. Why is Okonkwo asked not to take part in the killing of Ikemefuna? Why do you suppose they have decided to kill the boy? Why do you think Achebe does not translate the song that Ikemefuna remembers as he walks along?

 

9. How is the notion of white men first introduced into the story? Why might Africans suppose that they have no toes?

 

10. Why does Ekwefi prize her daughter Ezinma so highly? What attitudes toward children does the ogbanje reflect? Does Achebe seem to validate the belief in ogbanje?

 

 

Which African words and concepts does he translate into English, and which are left for the reader to understand through their use and context in the text? Why do you think Achebe chose to keep these words in their original language?

2. Is Okonkwo a good father and provider?

3. How do you think Okonkwo’s son Nwoye will grow up?

 

 

Topics in Cultural Studies unit 2 IP

 

You are a senior manager at a highly profitable equipment manufacturing organization. You and other senior leaders have decided to partner with an international company on several projects of mutual interest.

Your company is headquartered in the United States. Your new partner will be located in one of the following countries:

  • Saudi Arabia
  • China
  • Japan
  • India
  • Brazil

Pick 1 of these countries to research. Prior to sending your team to the country you selected, you will need to train your staff on certain aspects of their culture that impact business interactions. Present information on each of the following topics for your chosen international partner country, and compare and contrast to American cultural practices where necessary:

  1. Geographic and demographic information
  2. Basic business etiquette (e.g., forms of address or greeting, working hours, punctuality, distinctions between genders and age groups, gift-giving, and so on)
  3. Dress code
  4. Language(s) spoken, verbal and nonverbal communication
  5. Dining norms
  6. Religion(s) observed
  7. Holidays observed

Present this information, with appropriate pictures and graphics, in a PowerPoint presentation intended for your company staff. Generally, the main topics or bullet points should appear on the slides with supporting visuals, while the Speaker Notes area should be used to go into more depth regarding these main topics. Your presentation should consist of a minimum of 12 slides, including a title slide, an introductory slide, a conclusions slide, and a references slide. 

Use the following resources for assistance:

  • Access the template provided, or create your own slideshow following the requirements listed above.
  • Refer to the Microsoft Office Web site for assistance with PowerPoint
  • The Smarthinking resource is also available to assist you with the basics of the PowerPoint tool.

Use at least 2 sources when researching information on your chosen country. Remember to use credible, current sources to support your presentation (use the attached for conducting the TRAP test). Use APA reference and citation format for the sources that you use. Place citations on the relevant slides with one or two slides at the end for your reference list.

For assistance with your assignment, please use your text, Web resources, course resource lists, scholarly internet sources, and all course materials. 

**For Kim Woods Only**

Format Requirements:

Label each Section and part of analysis, as Section A, 1., Section A, 2., etc.

Analyses should be comprehensive, fully supported/justified/explained, specific, and detailed in rationale (this is a most important requirement of this project)

Analyses should be paragraph format

All in text citations must be in APA proper format

Each part should a minimum of 3-4 paragraphs, and likely will be, and should be, longer to be adequately comprehensive.

Follow directions for assignment closely

Read the following case scenario and respond to analysis instructions at the end.

 

RESOURCES:  Support all conclusions with legal concepts, applicable law, logical reasoning and in-text cites to relevant resources.  You may use some outside resources, but rely primarily on in-class assigned materials.

 

Scenario: Midwest Grains, Inc. (Grains) is a large, privately-owned Iowa-based supplier of various grains to manufacturers and retailers throughout the country.

National Bakers, Inc. (Bakers) is a large, family-owned corporation based in New Jersey with operations in 15 states.

 

On August 30, representatives for Grains and Bakers verbally agreed for Grains (1) to sell 1000 lbs. of wheat grain to Bakers for market price, to be shipped via truck to the Bakers’ warehouse in New Jersey by September 12, 2016, and (2) to sell 100 lbs. of ground corn to Bakers for market price, to be shipped via truck to the Bakers’ warehouse in New Jersey by November 1, 2016.

 

Grains and Bakers have engaged in previous business sales transactions and always commit their verbal agreements to signed written contracts via email. On September 3, Grains and Bakers completed a written contract to reflect their agreement for the sale and shipment of grains.

 

USE SUBHEADINGS LISTED BELOW.

 

CONTRACT

 

1. Write a valid enforceable contract that reflects the September 3 agreement

between Grains and Bakers, as described above.

 

This is to be your own work, not use a standard form contract from the internet.  A standard form contract will not from the internet will result in substantial point deductions.

 

This is a relatively brief, simple contract.  Do not include sections not relevant to the precise agreement as stated in the facts.

 

CONSTITUTIONALITY ANALYSIS

 

2. Assume that beginning in the summer, 2016, there is an oversupply of grain that is

driving prices down. Consequently, on September 1, 2016, US Congress enacted a law, popularly called the Limited Grain Act (this is a fictitious act for purposes of this assignment; do look for the act on the internet) that temporarily bans the production and sale of all grains in the US, and provides for payment of a subsidy to farmers for not growing grains.

 

Grains and Bakers were unaware of this ban when they signed the September 3 contract for the sale of grains.

 

Analyze and discuss the (a) the constitutionality of the Limited Grain Act explaining the legal basis for the law and why it is constitutional or unconstitutional, and  4-6 paragraphs or longer

 

(b) the validity of the September 3 sales contract between Grains and Bakers explaining the conclusions and rationale in detail.   3-6 paragraphs or longer

 

 

The following resources may not be used:

Any Wiki sites

Law firm or company/corporate newsletters or advertisements

Local or regional newspapers (MAJOR Metropolitan newspapers, e.g., Wall Street Journal, New York Times, etc. may be used)

Blogs

Social Media

Instructor Notes or any Professor posted info in the classroom

Direct quotes from any resources may not be used and will result in point deductions.  Paraphrase any attributions to outside resources.

Business periodicals, e.g., Forbes, The Economist, Business Week, law review articles, academic articles in professional journals, e.g., The Business Law Journal, or business law journals published by law schools, e.g., The Business Law Journal – Penn Law School, etc. are appropriate and useful resources. 

 

ADDITIONAL MATERIAL FOR ASSIGNMENT

 

Week 6 Cases

http://www.leagle.com/decision/20041473890So2d583_11387/DAIGLE%20v.%20TRINITY%20UNITED%20MORTG.,%20L.L.C.

 

http://www.leagle.com/decision/2004761306FSupp2d455_1716/AIH%20ACQUISITION%20CORP.,%20LLC%20v.%20ALASKA%20INDUS.%20HARDWARE,%20INC

 

Week 6 Case Sumaries

 

Daigle V. Trinity United Mortgage    (agency) 890 So.2d 583 (2004)

Court of Appeal of Louisiana, Third Circuit

Facts:

The Daigles decided to build a home in Louisiana and purchased a lot for that purpose. They contacted Trinity United Mortgage Company, L.L.C. and established a relationship with Diez, a representative of Trinity, to secure financing for their home. They met with Diez in July, 2001 to sign a construction loan that Diez had arranged through Union Planters Bank. Trinity received an origination fee in this transaction. According to the Daigles, Diez told them at this meeting that he had secured a permanent lender for them when construction of the home was complete, that they could pay the interest on the interim construction loan, however, it wasn’t required because any interest due on the construction loan would be folded into the permanent loan at the time they closed on the permanent loan.

The Daigles completed construction on their home and attempted many times, unsuccessfully, to contact Diez at Trinity’s office.   In fact, Diez was no longer an agent of Trinity. He had left the employ of Trinity a few days after the July 2001 meeting with the Daigles. The uncontroverted testimony was that neither Trinity nor Diez disclosed to the Daigles that he was no longer a Trinity agent. The Daigles continued to believe they were dealing with Trinity.

The Daigles voluntarily paid the interest on the construction loan while their home was being built.  Based on the earlier representations by Diez that any interest owed could be folded into their permanent loan, the Daigles stopped making interest payments to Union Planters.

Ultimately, Union Planters sued the Daigles because of their failure to make the interest payments on the construction loan. The Daigles were forced to borrow money from private individuals to pay Union Planters to avoid the lawsuit from proceeding; through their own efforts, they later obtained permanent financing through another source.

The Daigles sued Trinity and Diez to recover interim loan interest on the construction loan, and attorney’s fees they expended to defend themselves in the Union Planters case.

The court ruled in favor of the Daigles and awarded damages.

Trinity appealed arguing that any harm to the Daigles occurred after Diez left the employ of Trinity.

Opinion:

The Court of Appeals concluded that representations made by Diez, upon which the Daigles relied, including that he had secured permanent financing for them upon completion of the home, and that the Daigles were not required to make interest payments on the interim loan, were made while he was an agent representing Trinity.   The court also pointed out that a principal (in this case, Trinity) is obligated to notify third parties with whom its agent is authorized to contract upon the termination of the agency, otherwise the principal is bound to perform the obligations undertaken by the agent.

Trinity failed to notify the Daigles that Diez was no longer its representative in spite of the Daigles’ attempts to contact Diez through Trinity. Trinity is, therefore, responsible for Diez’s actions with regard to the Daigles.

Affirmed.

 

AIH Acquisition Corp, LLC v. Alaska Industrial Hardware, Inc.   (promissory estoppel, agency) 306 F.Supp.2d 455 (2004)

United States District Court, S.D. New York

Facts:

The plaintiffs in this case, AIH Acquisition, a holding company of Lincolnshire Management, began negotiations to purchase and hold Alaska Industrial Hardware (“AIH”) of Anchorage, Alaska. Lincolnshire, AIH Acquisition and AIH entered into a commitment letter expressing the parties’ intent that “the Buyer and the Company, the Seller and its agent will exert every reasonable effort to negotiate and execute a definitive Agreement, in form and substance satisfactory to the respective parties and their attorneys.” The commitment letter also stated that “the transaction shall be subject to the execution and delivery of a definitive stock purchase agreement.” Boehm, an officer and the majority shareholder of AIH, personally initialed each page of the document.

Over the next few month, all parties engaged in due diligence, communicated often via meetings, telephone, emails, faxes, exchanged drafts of the purchase agreement and appeared to have reached a final agreement and a definitive Stock Purchase Agreement. Boehm’s lawyer informed counsel for AIH Acquisition that, ”…We are expecting to have Joe Boehm sign the Agreement early next week and attempt to close during the first week in March.” Subsequently, Boehm refused to sign the agreement demanding more money.

After further meetings, another of Boehm’s lawyers advised AIH Acquisition that “Joe [Boehm] has accepted the deal.” The parties then shook hands on the deal, and a revised draft of the Stock Purchase Agreement that was executed and signed by plaintiffs, and approved by Boehm’s lawyer who stated Boehm would sign the Agreement thatnight after the dinner to celebrate the deal or, at the latest, the next morning. However, Boehm continued to refuse to sign the agreement.

Plaintiffs sued to enforce the contract.

Opinion:

The Court reasoned, “There are several ways to map the path to the just and proper conclusion here. The first is agency. Attorneys…acted as Boehm’s agents for the purpose of reaching a binding stock purchase agreement. An agency relationship requires that both the principal and the agents take affirmative steps to “assure the success of a cooperative effort. The burden is not solely on the agent. The principal, too, must use his best efforts to cooperate and ‘cannot by act or omission thwart the effectiveness of the agency.’***Moreover, a principal must avoid `conduct towards third persons [that] prevents the accomplishment of the work of the agent.’***Thus, Boehm, who at least twice told his attorneys he was satisfied and there was a deal, may not defeat the efforts and good faith representations that his attorneys…”

The Court further stated that the doctrine of promissory estoppel applies, and ruled, “…notwithstanding Boehm’s refusal to sign the SPA, I find here the existence of a binding obligation on his part to sign under the doctrine of promissory estoppel, which promise Boehm has wrongfully flouted. Under New York Law, promissory estoppel may be invoked where there is (1) a clear and unambiguous promise to sign; (2) a reasonable and foreseeable reliance by the party to whom the promise is made; and (3) an injury sustained by the party asserting the estoppel by reason of his reliance.”

The Court therefore, held that there was “…a fully-written contract -a deal- the terms of which were complete and final” and signed by the plaintiffs at Boehm’s lawyer’s request, with Boehm’s full knowledge, and with the promise that Boehm would also sign that evening or the next day. Thus, there was a valid contract for the sale of AIH to AIH Acquisition even absent Boehm’s signature.

So ordered.

 

Rubric Name: Written Assignment (20%)

 

           
Criteria

Comments reflect a highly accomplished level of analysis, synthesis, evaluation and reasoning of the case material and case study facts resulting in accurate, thorough, and soundly reasoned conclusions.

Comments reflect an excellent level of analysis, synthesis, evaluation and reasoning of the case material and case study facts resulting in accurately reasoned conclusions.

Comments reflect a satisfactory level of analysis, synthesis, evaluation and reasoning of the case material and case study facts resulting in partially correct conclusions that lack development or detail that demonstrates insight into reasoning.

Comments reflect an unsatisfactory level of analysis, synthesis, evaluation and reasoning of the case material and case study facts, resulting in conclusions that are underdeveloped or lack soundly reasoned conclusions.

Comments reflect an unsatisfactory level of analysis, synthesis, evaluation and reasoning of the case material and case study facts, resulting in failure to draw little to no conclusions.

Presents exceptionally well-supported arguments or positions with evidence from the readings/experience; ideas go beyond the course material and recognize implications and extensions of the material and concepts.

Presents excellent arguments or positions that are mostly supported by evidence from the readings and course content; ideas presented demonstrate understanding of the material and concepts.

Satisfactory arguments or positions are presented but there is a mix of opinion or unclear view with supported arguments using course readings.  Case study facts are occasionally used but arguments would be much stronger with use of facts.

Arguments are frequently illogical and unsubstantiated; Limited use of facts in case study and essential information presented in course readings.

Arguments lack meaningful explanation or support of ideas.  Does not provide facts presented in case study.

Demonstrates exceptional understanding of requirements responding completely to each aspect of assignment including minor aspects of the assignment such as using third person writing, required use of course readings, and assignment format.

Demonstrates excellent understanding of requirements; missed one minor aspect of assignment.

Demonstrates satisfactory understanding of requirements; missed a key element or two minor aspects of assignment.

Fails to show a firm understanding of requirements; missed two key elements or several minor aspects of assignment.

Fails to demonstrate understanding of assignment requirements.

Strictly adheres to standard usage rules of written English, including but not limited to capitalization, punctuation, run-on sentences, missing or extra words, stylistic errors, spelling and grammatical errors. No errors found. No contractions or jargon used.

Excellently adheres to standard usage of mechanics: conventions of written English, including capitalization, punctuation, and spelling. One to three errors found.

Satisfactorily adheres to standard usage rules of mechanics: conventions of English, including capitalization, punctuation, and spelling. Four to 10 errors found.

Minimally adheres to standard usage rules of mechanics: conventions of written English, including capitalization, punctuation, and spelling. More than 10 errors found.

Does not adhere to standard usage rules of mechanics: conventions of written English largely incomprehensible; or errors are too plentiful to count.

No APA style or usage errors; Proper citation of source material is used throughout paper; Reference titles follow APA with only the first word, the first word after a colon and proper nouns capitalized.

Attempts in-text citations and reference list but one or two APA style errors noted or fails to use APA citations when appropriate 1-2 times.

Attempts in-text citations and reference lists; APA style errors are noted throughout document; Fails to use APA citations when appropriate 3 times in document.

Attempts in-text citations and reference lists; Fails to use APA citation when appropriate 4-5 times; or presents only 1-2 in-text citations and reference list in a paper that requires APA citations throughout the document.

No attempt at APA style; or attempts either in-text citations or reference list but omits the other.

Overall Score
         

 

CJ305 A2-2

Scenario:

Sue Yoo is a new attorney fresh out of law school.  Yoo has accepted a position with the Grantham County District Attorney’s office as an assistant prosecuting attorney. The first day on the job, Chris P. Bacon, who is also an assistant district attorney introduces himself to Yoo and says, “I am your mentor for the first 90-days to help you get acclimated to your new job.”  Bacon shows Yoo to her office. As Yoo admires her, new oak desk and bookcase filled with brand-new law books, Bacon hands Yoo the large stack of files he had been carrying. Bacon tells Yoo, “These are your files to prosecute.” Bacon turns away from Yoo and starts to walk toward the door, but instead of leaving, he shuts the door quietly.  Bacon then turns around and walks back to Yoo’s desk and states, “I do not know what you learned in law school, but in the real world, the attorneys around here work under time and money constraints.” Bacon continues to explain how the attorneys handle the cases in their office and the point system. Yoo looked confused, and asked Bacon, “What are you trying to tell me?” Bacon said, “Yoo, you look like a smart girl, so let me lay it out for you, get through these cases quickly, offer the defendants’ plea deals, and for each case that ends with a conviction, you will get five points.” At the end of the month, the assistant district attorney with the most points receives an extra day of vacation, off the books, of course.” Bacon pauses, looks Yoo in the eyes, and states, “If you have a problem with this, there is the door, and this conversation never happened, but if not, welcome to the team.”

“Always remember that law is considered the basement of morality; even if you never break a law that does not automatically make you a moral person” (Pollock, 2019, p. 75).

References

Pollock, J. M. (2019). Ethical dilemmas and decisions in criminal justice (10th ed.). Boston, MA: Cengage Learning.

 

Assignment:

Apply two out of the seven  – Bandura’s mechanisms (workgroup and organizational influences) to the above scenario.  Evaluate how the ethical climate of an organization precipitates how employees behave and believe what acceptable ethical behavior is in the workplace.

Discussion Question 2

 

Introduction

 

September 11, 2001, is a day that few will forget. Among other things, it marked the reality of terrorism and the global reach of crime in America, even though other such acts had occurred prior to 9-11. This week, the last in the course, continues to focus on “crime in the modern world,” specifically on drug and public order crimes, varieties of terrorism, the impact of globalization on crime and criminal activity including global or transnational crime, and “high-tech” crimes. And, as you come to the end of your journey in this course, you step back and consider the “so what” of the social problems and social responsibility perspectives you have analyzed and applied – that is, the impact or effect one perspective or another has in the actual creation and adoption of policy and the approaches and actions taken to prevent and control crime.

 

Learning Resources

 

Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments.

 

Readings

 

Course Text: Schmalleger, F. (2015). Criminology today: An integrative introduction (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall 

 

  • Chapter 13, “Drug and Drug Crimes”

  • Chapter 14, “Technology and Crime”

  • Chapter 15, “Globalization and Terrorism”

 

Impact of Perspectives on Policy, Prevention, and Control of Crime

This Discussion asks you to bring together all that you have learned throughout this course on a social responsibility and social problems perspective. As indicated in this week’s Introduction, it asks you to consider how these perspectives impact the creation of policy and the actions taken to prevent and control crime. As a professional in the criminal justice system, whether currently or in the future, it is important for you to consider the perspective you have adopted and what impact you can make on the prevention of crime and criminal behavior.

 

 

 

To prepare for this Discussion:

 

 

 

 

 

Reflect on what you have learned in this course about types of crime and its causes and on policy related to the prevention and control of crime.

 

 

 

Bring to mind the social problems and social responsibility perspectives.

 

 

 

Think about how and in what ways the particular perspective taken impacts/affects policy, approaches, and actions to prevent and control crime.

 

 

 

With these thoughts in mind:

Post by Day4 a brief explanation of how social problems and social responsibility can impact the actions taken to create policies to prevent and control crime. Be specific and use examples to illustrate your points.

 

 

 

Be sure to support your postings and responses with specific references to the Learning Resources.