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Question Description

Week Four Case Studies

Choose one case study from each chapter; Chapter Eleven (pp. 286-287),Chapter Twelve (pp. 310-311), and Chapter Thirteen (pp. 334-335).Answer the “Questions for Discussion” of the case studies you have chosen. Theanswers to your discussion questions will help you write your Case StudyAnalysis.

Writing the Case Study Analysis:

  1. Must be at least four double-spaced pages in length(exclusive of title and reference pages), and formatted according to APAstyle as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has asuccinct thesis statement.
  4. Must address the case study question with criticalthought.
    1. Individual Case Study Review: Analyze each individual case study separately and useheadings for each of the articles
    2. Analysis Paragraph: Provide an analysis paragraph following the individualreview of each of the case studies that addresses the conceptshighlighted in your chosen case studies. (Be sure to relate your analysisto the case study discussion question.)
  5. Must end with a conclusion that reaffirms your thesis.
  6. Must use at least two scholarly resources (at least oneof which can be found in the Ashford Online Library).
  7. Must document all sources in APA style, as outlined inthe Ashford Writing Center.
  8. Must include a separate reference page, formattedaccording to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be usedto evaluate your assignment.

Required Text

Peak, K., Gaines, L. & Glensor,R. (2010). Police supervision and management in an era of community policing(3rd ed.) Upper saddle, NJ: Pearson Education, Inc. ISBN: 9780135154663

(p. 287)Case Study #1 Repressing the Rumor Mill

Thechief of police chairs a monthly meeting involving both union and commandpersonnel to discuss issues that concern both sides and in an attempt to quashany departmental rumors before they adversely impact morale. The meetings havebeen ongoing for about six months, and they are cordial and productive innature. Yet, no notes have ever been taken to document the discussions held.Today, however, the chief expresses a concern to the group that while themeetings appear to be going well and many issues are being resolved, the rumormill seems to have become rampant with misinformation—including threats ofgrievances about perceived issues within all ranks. The chief is obviously veryconcerned and frustrated, and asks that both the union president and commandstaff discuss ways in which communication may be improved to reduce theserumors and the threats of grievances.

Questions for Discussion

1.

What might be some of the underlyingreasons for the obvious breakdown in communications among the officers?

2.

What mechanisms could be put in placeto resolve the rumor and grievance issues?

3.

Whose responsibility is it toresolve these issues?

(p. 311) Case Study #2 Scheduling School

Youare to assume the role of Sergeant Doe in the Gotham City Police Department.This is your first shift since leaving for a two-week vacation; the date isJune 10. Not counting yourself or your middle-managers, you are in charge of a12-person patrol team and work 4:00 P.M. to midnight (swing shift), with Sundays and Mondays off.Due to the increased activities that occur during the summer months, it is thepolicy of your department to not allow more than two officers to take vacationor training leave at a time. You have two senior officers (Officers A and B)off on vacation for the entire month of June. Some urgent scheduling issueshave come up for the week of June 16-22. Your lieutenant needs you to work upthe swing-shift schedule. The following issues have arisen:

  • Officer H is on vacation forthe week.
  • Officer K injured her knee overthe weekend and is on sick leave.
  • Officers C and D have to teachat the academy on Wednesday and Thursday.
  • Officer D’s wife is havingsurgery on Friday. He has requested Saturday/Sunday as days off.

TheHuman Resources Division is offering Workplace Violence Training on Friday,June 19th, and wants as many officers as possible to attend. No officers haveFridays off, so you schedule as many officers as possible to attend thistraining. Officer L is the regional gang unit liaison and Officer J is theregional drug unit liaison, but both are available for other assignments asexigencies arise. Your lieutenant wants to know if you can maintain minimumstaffing of 6 officers per day without any overtime expense.

Top of Form

Questions for Discussion

1.

What would you report to your chiefregarding what are the most popularly used—and not used—shift schedules nowemployed in the U.S.?

2.

Compared to the current situation,what are some of the advantages and disadvantages that officers would likelyrealize if the department adopted the 4/10 or the 3/12 shift schedule? If itdiscontinued the shift rotations? What are the implications if Industry City isalready engaged in, or is about to implement, the community policing and problemsolving strategy?

3.

What could be underlying thenight-shift officers’ traffic accident, fatigue, and citizen complaintproblems, and what might be done to analyze and correct them?

4.

What labor considerations might beposed by a shift rotation or some non-traditional shift scheduling plan?

5.

What protections do federal lawsapply to those police officers who are returning to Industrial City followingtheir active duty military service upon their return?

(case study number 3 p.334). Case Study #1 C.S.I.: Boone City

John McCauley recently was promoted to the rank ofcaptain in charge of criminal investigations in Boone City. Previously, he wasa lieutenant in patrol and earlier in his career he was a detective; therefore,he has limited experience in managing criminal investigations. The detectivesin the unit view him suspiciously because of his lack of investigativeexperience. The unit is divided into several sections: burglary, crimes againstpersons (homicide, sexual assault, and robbery), narcotics, and general investigations,which includes fraud, cybercrimes, vice, and identity theft. The veterandetectives and supervisors have assured McCauley that things are workingsmoothly and that they will show him the ropes. On the other hand, theassistant chief in charge of the operations bureau advises him that theprevious captain was not a strong leader and allowed the detectives to dictatepolicies and priorities for the unit. He wants McCauley to take a moreassertive role in the unit, increase the detectives’ clearance rates, andgenerally do more thorough investigations of a larger proportion of cases.

Questions for Discussion

1.

How can Captain McCauley evaluate the overalleffectiveness of his unit?

2.

McCauley wants to provide the assistant chief with aplan of action. What should be the major elements in this plan?

3.

How should McCauley go about evaluating individualdetectives?

All questions for each case needanswered, there needs a introduction and conclusion list references

Must use at least two scholarlyresources (at least one of which can be found in the Ashford Online Library

I listed our Grading rubic so youcan see what we are graded on thanks

Description:

Total Possible Score: 9.00

IntroductionParagraph, Thesis, and Conclusion

Total: 1.80

Distinguished – Paper is logicallyorganized with a well-written introduction, thesis statement, and conclusion.

Proficient – Paper is logicallyorganized with an introduction, thesis statement, and conclusion. One of theserequires improvement.

Basic – Paper is organized with anintroduction, thesis statement, and conclusion. One or more of theintroduction, thesis statement, and/or conclusion require improvement.

Below Expectations – Paper isloosely organized with an introduction, thesis statement, and conclusion. Theintroduction, thesis statement, and/or conclusion require much improvement.

Non-Performance – The introduction,thesis statement, and conclusion are either nonexistent or lack the componentsdescribed in the assignment instructions.

Analysis:Case Study #1

Total: 1.80

Distinguished – Comprehensivelyanalyzes all major concepts highlighted in the case study with criticalthought. The analysis relates to the case study discussion questions and issupported with specific and relevant examples.

Proficient – Analyzes the majorconcepts highlighted in the case study with critical thought. The analysisrelates to the case study discussion questions and is supported with relevantexamples. Minor details are missing.

Basic – Briefly analyzes the majorconcepts highlighted in the case study with some critical thought. The analysisis loosely related to the case study discussion questions and is somewhatsupported with examples. Relevant details are missing.

Below Expectations – Attempts toanalyze the major concepts highlighted in the case study; however, the analysisconveys little critical thought, is unrelated to the case study discussionquestions, and/or is missing significant details.

Non-Performance – The analysis ofthe case study is either nonexistent or lacks the components described in theassignment instructions.

Analysis:Case Study #2

Total: 1.80

Distinguished – Comprehensivelyanalyzes all major concepts highlighted in the case study with criticalthought. The analysis relates to the case study discussion questions and issupported with specific and relevant details.

Proficient – Analyzes the majorconcepts highlighted in the case study with critical thought. The analysisrelates to the case study discussion questions and is supported with relevantexamples. Minor details are missing.

Basic – Briefly analyzes the majorconcepts highlighted in the case study with some critical thought. The analysisis loosely related to the case study discussion questions and is somewhatsupported with examples. Relevant details are missing.

Below Expectations – Attempts toanalyze the major concepts highlighted in the case study; however, the analysisconveys little critical thought, is unrelated to the discussion questions,and/or is missing significant details.

Non-Performance – The analysis ofthe case study is either nonexistent or lacks the components described in theassignment instructions.

Analysis:Case Study #3

Total: 1.80

Distinguished – Comprehensivelyanalyzes all major concepts highlighted in the case study with criticalthought. The analysis relates to the case study discussion questions and issupported with specific and relevant details.

Proficient – Analyzes the majorconcepts highlighted in the case study with critical thought. The analysisrelates to the case study discussion questions and is supported with relevantexamples. Minor details are missing.

Basic – Briefly analyzes the majorconcepts highlighted in the case study with some critical thought. The analysisis loosely related to the case study discussion questions and is somewhatsupported with examples. Relevant details are missing.

Below Expectations – Attempts toanalyze the major concepts highlighted in the case study; however, the analysisconveys little critical thought, is unrelated to the discussion questions,and/or is missing significant details.

Non-Performance – The analysis ofthe case study is either nonexistent or lacks the components described in theassignment instructions.

CriticalThinking: Explanation of Issues

Total: 0.23

Distinguished – Clearly andcomprehensively explains in detail the issue to be considered, delivering allrelevant information necessary for a full understanding.

Proficient – Clearly explains indetail the issue to be considered, delivering enough relevant information foran adequate understanding.

Basic – Briefly recognizes the issueto be considered, delivering minimal information for a basic understanding.

Below Expectations – Brieflyrecognizes the issue to be considered, but may not deliver additionalinformation necessary for a basic understanding.

Non-Performance – The assignment iseither nonexistent or lacks the components described in the instructions.

IntegrativeLearning: Connections to Experience

Total: 0.23

Distinguished – Creates meaningfulcorrelations among experiences outside of the classroom to deepen understandingof field of study and to broaden own viewpoints.

Proficient – Compares lifeexperiences and academic knowledge to distinguish differences and similaritieswhile acknowledging perspectives other than own.

Basic – Recognizes correlationbetween life experiences, academic texts, and ideas perceived as similar andrelated to own interests.

Below Expectations – Brieflycomments about connections between life experiences and academic texts.

Non-Performance – The assignment iseither nonexistent or lacks the components described in the instructions.

Reading:Relationship to Text

Total: 0.22

Distinguished – Analyzes texts forscholarly significance and pertinence within and across the variousdisciplines, assessing them according to their contributions and consequences.

Proficient – Utilizes texts in thecontext of scholarship to expand a foundation of disciplinary knowledge and toraise and discover significant inquiries.

Basic – Employs texts with theintent and expectation of increasing knowledge.

Below Expectations – Approachestexts only within the context of assignment.

Non-Performance – The assignment iseither nonexistent or lacks the components described in the instructions.

WrittenCommunication: Context and Purpose for Writing

Total: 0.22

Distinguished – Demonstratesmethodical application of organization and presentation of content. The purposeof the writing is evident and easy to understand. Summaries, quotes, and/orparaphrases fit naturally into the sentences and paragraphs. Paper flowssmoothly.

Proficient – Demonstrates sufficientapplication of organization and presentation of content. The purpose of thewriting is, for the most part, clear and easy to understand. There are someproblems with the blending of summaries, paraphrases, and quotes. Paper flowssomewhat smoothly.

Basic – Demonstrates a limitedunderstanding of organization and presentation of content in written work. Thepurpose of the writing is somewhat evident, but may not be integratedthroughout the assignment. There are many problems with the blending ofsummaries, paraphrases, and quotes. Paper does not flow smoothly in allsections.

Below Expectations – Organizationand presentation of content is extremely limited. The purpose of the writing isunclear. There is little or no blending of summaries, paraphrases, and quotes.Paper does not flow smoothly when read.

Non-Performance – The assignment iseither nonexistent or lacks the components described in the instructions.

WrittenCommunication: Control of Syntax and Mechanics

Total: 0.23

Distinguished – Displays meticulouscomprehension and organization of syntax and mechanics, such as spelling andgrammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehensionand organization of syntax and mechanics, such as spelling and grammar. Writtenwork contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehensionof syntax and mechanics, such as spelling and grammar. Written work contains afew errors, which may slightly distract the reader.

Below Expectations – Fails todisplay basic comprehension of syntax or mechanics, such as spelling andgrammar. Written work contains major errors, which distract the reader.

Non-Performance – The assignment iseither nonexistent or lacks the components described in the instructions.

APAFormatting

Total: 0.23

Distinguished – Accurately uses APAformatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formattingthroughout the paper. However, layout contains a few minor errors.

Basic – Exhibits basic knowledge ofAPA formatting throughout the paper. However, layout does not meet all APArequirements.

Below Expectations – Fails toexhibit basic knowledge of APA formatting. There are frequent errors, makingthe layout difficult to distinguish as APA.

Non-Performance – The assignment iseither nonexistent or lacks the components described in the instructions.

PageRequirement

Total: 0.22

Distinguished – The paper meets thespecific page requirement stipulated in the assignment description.

Proficient – The paper closely meetsthe page requirement stipulated in the assignment description.

Basic – The paper meets over half ofthe page requirement stipulated in the assignment description.

Below Expectations – A fraction ofthe page requirement is completed.

Non-Performance – The assignment iseither nonexistent or lacks the components described in the instructions.

ResourceRequirement

Total: 0.22

Distinguished – Uses more than therequired number of scholarly sources, providing compelling evidence to supportideas. All sources on the reference page are used and cited correctly withinthe body of the assignment.

Proficient – Uses required number ofscholarly sources to support ideas. All sources on the reference page are usedand cited correctly within the body of the assignment.

Basic – Uses less than the requirednumber of sources to support ideas. Some sources may not be scholarly. Mostsources on the reference page are used within the body of the assignment.Citations may not be formatted correctly.

Below Expectations – Uses inadequatenumber of sources that provide little or no support for ideas. Sources used maynot be scholarly. Most sources on the reference page are not used within thebody of the assignment. Citations are not formatted correctly.

Non-Performance – The assignment iseither nonexistent or lacks the components described in the instructions.

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