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Criminal Justice Ethics Hal Nees Spring 2006

Class Rules. You can eat in the classroom.You can't cook in the classroom.Listen when others talk.Leave the room to deal with cell phone, then return.You can get up to get coffee, etc. or to go to the restroom.If you tire of sitting, stand up, but at the back or side of the classroom.Treat oth

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Criminal Justice Ethics Hal Nees Spring 2006

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    1. Criminal Justice Ethics Hal Nees Spring 2006

    2. Class Rules You can eat in the classroom. You can’t cook in the classroom. Listen when others talk. Leave the room to deal with cell phone, then return. You can get up to get coffee, etc. or to go to the restroom. If you tire of sitting, stand up, but at the back or side of the classroom. Treat others with respect.

    3. When Riding a Dead Horse Community wisdom says, "When you discover you are riding a dead horse, the best strategy is to dismount." In business, government and other areas often other strategies are tried with dead horses, including the following:

    4. Dead Horse Buying a stronger whip. Changing riders. Saying things like, "This is the way we have always ridden this horse." Appointing a committee to study the horse. Arranging to visit other sites to see how they ride dead horses. Increasing the standards to ride dead horses.

    5. Dead Horse Appointing a tiger team to revive the dead horse. Creating a training session to increase our riding ability. Comparing the state of dead horses in today's environment vs. in history. Changing the requirements, declaring, "This horse is not dead." Hiring contractors to ride the dead horse.

    6. Dead Horse Harnessing several dead horses together for increased speed. Declaring that "No horse is too dead to beat." Providing additional funding to increase the horse's performance. Funding a study to see if contractors can ride it cheaper. Purchasing a product to make dead horses run faster.

    7. Dead Horse Declaring the horse is "better, faster and cheaper dead." Forming a quality circle to find uses for dead horses. Revisiting the performance requirements for dead horses. Saying this dead horse was procured with cost as an independent variable. Promoting the dead horse to a supervisory position.

    8. Dead Horse Why would I show this?

    9. Dead Horse A start at making you think about why we do things.

    10. The Country of “Kolumbia” Background: I am from the land of “Kolumbia”. I grew up in Kolumbia and represent the culture in this class. Some of my basic beliefs include: That all male children born after the first surviving male child are abandoned in the wilderness after a ritual sending them back to the land of our gods. If the first born male child has not reached one year then the second born male child is kept alive until the first born child lives past one year. All female children are allowed to live. Children are not really alive until their first birthday.

    11. The Country of “Kolumbia” Background: Some of my basic beliefs include: Children who become ill within the first year of their life are not treated or helped in any way. We do have relatively modern medical treatment available. While we have only limited crime, we have few laws that primarily deal with what would be called felony crimes in the U.S. No one may be convicted of any crime unless there are two witnesses. If there are two witnesses you are guilty. Guilty individuals are banned from the populated area of the country. Violation of the ban results in abandonment at sea in a small raft.

    12. The Country of “Kolumbia” Background: Some of my basic beliefs include: Violations of minor crimes result in the victim being able to select some form of punishment which must the be approved by the elected prime minister, or his appointee. We believe in a religion that is specific to our country and which support the beliefs mentioned. Our culture is several thousand years old and we have always done things this way.

    13. The Country of “Kolumbia” Background: Some of my basic beliefs include: Women are treated equally to men and all adult members of the country vote. An adult is any individual over the age of 16 who owns a horse. The country is matriarchical in that all property and names descend on the woman’s side.

    14. The Country of “Kolumbia” Do members of the class agree with our way of life? If not why not? If not, how would you convince me that our beliefs are wrong?

    15. The Country of “Kolumbia” The questions are : If you don’t agree – why not? How you would convince me (the process), do not try to convince me.

    16. The Country of “Kolumbia” Do members of the class agree with our way of life? If not why not? If not, how would you convince me that our beliefs are wrong?

    17. Why are you studying Criminal Justice? Get rich? Make society safe? Protect the constitution? Make a living? Make a difference? Change things? Get a degree? Other?

    18. Ethics and Other Concepts How do we know When and What they are? Evil versus decent. Immoral versus moral. Bad versus good. Unethical versus ethical. Wrong versus right. Unfair versus fair. Others? Have you been treated in a way you did not like? Which was it? How do you know? How did you feel? What did you do?

    19. Ethics and Other Concepts Have you ever treated someone in a way they did not like? How did you know if it was not appropriate? How did you feel? What did you do about it? When you do something you don’t think is appropriate – how do you feel after it is over?

    20. Introduction Dr. Hal Nees Associate Professor of Criminal Justice Doctor of Public Administration. Masters in Criminal Justice Masters in Public Administration Bachelors – Criminal Justice Bachelors – History and Economics

    21. Introduction Hal Nees Metropolitan State College of Denver, 1998 to present. Director of Community Corrections, 1993 to 1998. Police Chief, 1991 – 1993. Division Chief (Officer, detective, sergeant, lieutenant, captain, division chief), 1970 – 1991.

    22. Syllabus and Course Requirements

    23. CJC4650 Ethics for the Criminal Justice Professional Web Page Address: http://clem.mscd.edu/~neesii/ Required Texts: Braswell, McCarthy and McCarthy, Justice, Crime and Ethics, Anderson, 2002, 4th Edition

    24. CJC4650 Ethics for the Criminal Justice Professional Grade Scale: 198+ = A 176 - 197 = B 154 - 175 = C 132 - 153 = D 131 (and below) = F Student Evaluation: Reaction Papers (5): 50 points Department Assessment: 10 points Group Report: 30 points Term Paper: 50 points Class Participation: 30 points Final: 50 points Total: 220 maximum points Note: Syllabus has four, it is five reaction papers for 50 points

    25. CJC4650 Ethics for the Criminal Justice Professional Late Papers: Late papers are not accepted. If you are not able to complete one of the papers by the due date you may request an extension, in writing. The request must be received by the due date of the paper. The paper is then due in one week. The request for an extension need not be justified. The extension is not possible for the final or the course paper. Exams: The take home final will be given out prior to the end of the class.

    26. CJC4650 Ethics for the Criminal Justice Professional Attendance: Participants are expected to attend all sessions of the class. Individuals who miss two classes will have their grade lowered by twenty-five (25) points. Students who miss three classes will not pass the course. A half day missed is either from 8:30 a.m. to noon or after lunch to end of class. A half day missed counts as one half of a day. While I do wish to know the reason that you miss a class, the reason does not excuse your missing the class. What counts is, were you in the class, if you were not in the class then it is counted as a missed class.

    27. CJC4650 Ethics for the Criminal Justice Professional Additional Work: No additional work is accepted for this course. You will be graded on the scale and the projects described in this syllabus.

    28. How I Make an Ethical Decision First Reaction Paper Three to five pages. How would you identify something as an ethical decision. Inform me about the context you are writing about. The decision making process. Conclusion

    29. CJC4650 Ethics for the Criminal Justice Professional Group Report and Discussion (30 points, maximum) A team of students will present on a specific area or topic to the class. The areas are defined by the instructor. The teams will draw on the following sources of information: 1. a packet of information provided by the instructor, 2. the text used in the course, 3. other resources of information determined by the team of students. .The packet provided to each team will include a brief description of the topic and what is to be included in the presentation. Teams will then determine how to make the presentation to the class. The presentation may not exceed one hour and a half and must be at a minimum one hour.

    30. Power Point Slides by Groups If the group wishes to use power point slides in the presentation the group must provide them at the start of the class of the day of the presentation. The group must make certain that the slides are compatible with the available equipment. See me at least a week prior to the presentation.

    31. Use of DVDs They are difficult to find the scene you want for the class, that takes time. If you use a DVD you need to be able to find the scene quickly. The presentation of movie clips can not dominate the presentation. They can not exceed 25% of the time allotted for the presentation.

    32. Topics Make certain that what you present as part of the group presentation is within the area that your group is to present on to the class.

    33. Time Limits Groups may not exceed one and a half hours, or points will be deducted. However, if the instructor announces that the group may continue due to class involvement that is acceptable.

    34. CJC4650 Ethics for the Criminal Justice Professional Final - Take Home Exam (50 points, maximum) The exam will be given to students prior to the end of class. The exam is essay questions. An excellent answer has the following components: An introduction, 2. Presentation of reasoning, 3. Makes use of the ethical framework developed in the class, 4. Has a conclusion, 5. Cites the text, 6. Has no spelling or grammar errors, The student has taken a position and supports it well using the available resources. Note: Outline formats for any paper in this class is not acceptable.

    35. CJC4650 Ethics for the Criminal Justice Professional Paper (50 points, maximum) Students will write a paper that is a minimum of ten pages discussing an issues of ethics in a criminal justice agency. The paper is to based on event(s) in the justice system. It is suggested that students consider writing their paper on the same topic area as the group they work with in the class. More than one student may write on the same topic. The paper must have an opening, a body, a conclusion, and a bibliography. Paper Description: A one page description of the paper is due at the start of the third meeting of the class. Failure to submit this description on the due date will result in the loss of five (5) points. All chosen topics must be approved by the instructor. This applies to all students, even if the alternative is chosen.

    36. CJC4650 Ethics for the Criminal Justice Professional Paper (50 points, maximum) Alternative: Students will make a 10 to 15 minute presentation about the topic and their thoughts about the issues in class. The Paper will be worth 10 points and the presentation worth 10 points. If the student chooses this option they will write a paper that is shorter, only three to four pages, the paper will be an overview and outline of the topic presented. Students who select this alternative must inform the instructor. Paper Structure: Title Page Each page must be numbered and have your name on each page. Must use APA cite system. Must have an abstract. Well defined structure: introduction, body, conclusion.

    37. CJC4650 Ethics for the Criminal Justice Professional Reaction Papers Students must respond to the following questions or issues. The papers must be a minimum of three pages and no more than five and have at least one cite from the text. 1. Reaction Paper Number Two – Reaction to Mississippi Burning. Does the end justify the means. a. Introduction b. Body c. Conclusion Reaction Paper Number Three. Police Officer or Social Worker - Respond to questions raised by Case Study on page 23. a. Introduction b. Body c. Conclusion

    38. CJC4650 Ethics for the Criminal Justice Professional Reaction Papers 3. Reaction Paper Number Four: Unlawful Justice, page 179 a. Introduction b. Body c. Conclusion 4. Reaction Paper Number Five: Respond to questions raised by Case Study on page 241. Opportunity or Hassle? a. Introduction b. Body c. Conclusion

    39. CJC4650 Ethics for the Criminal Justice Professional TurnItIn: Metropolitan State College of Denver has purchased access to a product that reviews papers for plagiarism. Papers will be reviewed to see if the writing has been plagiarized from sources. You need to make certain that the work submitted is your work and that information is properly cited. This system will keep others from taking and using your work. Go to: http://www.mscd.edu/turnitin/ for additional information. The access for this class is 1447431 (CJC4650 Ethics for the Criminal Justice Professional, the password is Hal Nees.)

    40. CJC4650 Ethics for the Criminal Justice Professional TurnItIn: You must submit: One reaction paper. The Term paper. The final exam. You may submit all papers. I reserve the right to submit the paper to Turnitin, even if you do not submit the paper.

    41. Participation Participation is 30 points of your grade, or more than one letter grade. Participate in the class!

    42. Syllabus READ THE SYLLABUS

    43. Case Study Case Study: Your supervisor has asked that you go pick up the free donuts from the Chocolate Death Donut Factory. It is clear that the food is free and based on your training you know this violates department policy. What are you thinking? How would you decide what to do? What criteria would you use to make the decision? Discuss this with the people around you. (next slide)

    44. Process Think about the process you used to make a decision. What did you think about in deciding what to do? What was important? Why was it important? (next slide)

    45. Case Study Case Study: Your supervisor has asked that you go pick up the free donuts from the Chocolate Death Donut Factory. It is clear that the food is free and based on your training you know this violates department policy. How would you decide what to do? What criteria would you use to make the decision? (stop)

    46. Ethics and Morals Ethics is a philosophy that examines the principles of right and wrong, good and bad. Think about if ethics applies to profession? Morality is the practice of these principles on a regular basis, culminating in a moral life. Capacity to make value judgments – determine right from wrong. Behavior that is consistent with ethical principles. Are morals personal? Do personal morals apply to the profession? What are the implications if they do?

    47. Ethics and Morals Are morals personal? Do personal morals apply to the profession? What are the implications if they do?

    48. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics or neither? A probation officer seeks an abortion?

    49. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics or neither? Two married court employees have sex, off the job, with each other and they are not married to each other.

    50. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics or neither? A law enforcement officer drinks alcohol one hour prior to starting his shift.

    51. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A judge lives with another (in an intimate relationship) and they are not married to each other?

    52. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A supervisor discusses religion – on the job, at a required office meeting, with his employees.

    53. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A police officer, in Colorado makes an arrest for adultery.

    54. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A judge abuses her sick time.

    55. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A District Attorney accepts a bribe.

    56. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A member of the night shift of a halfway house, security staff falls asleep, on the job, because he did not sleep during the day due to his part-time job.

    57. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A probation officer requires a Christian Scientist to volunteer at a hospital.

    58. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A newly married police officer stops at home during lunch and has sex with their spouse?

    59. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A halfway house supervisor asks an employee who works for her for a date.

    60. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A probation supervisor asks his employees to help on a roof repair job during their days off – at his home.

    61. Ethics (professional) versus Morals (for the purposes of this class) Are the following morals or ethics, or neither? A police supervisor allows a member of the Catholic church to attend church on company time on Sunday, and disallows another from (a different religion) attending church on a Friday – saying that we are too busy on Fridays.

    62. Professional Ethics A theory, or description that explains the worth or propriety of an act on the basis of the values inherent in such an act. The analysis or arguments used in support of ethical acts, or, conversely, in denouncing unethical acts. The inquiry into the nature of morality and how this fits into morals, personal ethics, values and beliefs of the profession. The identification of what is ethical in the profession and what makes the act ethical.

    63. Case Study Break class into seven groups Page 23 – Case Study. 20 minutes to determine answers.

    64. Case Study Groups report back: Introduction of class members – Group to determine how to introduce group members, only requirement is that each person can not introduce them selves. Response to case studies

    65. Group Assignment Stay in groups Discuss the topics Select one, paying attention to the dates they are presented.

    66. Group Selection and Topics Need to select topics. They are: Law Enforcement Prosecution/Defense Courts Corrections Miscellaneous Criminal Justice Issues Race Capital Punishment

    67. Groups Note date of presentations - Syllabus Type of topics - Syllabus Books to be read – Syllabus

    68. Class Discussion How do we select the groups? Ideas? Now what? Agreement?

    69. Mississippi Burning Discussion (next Slide)

    70. Discussion Divide into groups where you sit. Each student presents their decision about the approach the FBI took. Did the end justify the means? Why do they believe what they wrote? Develop a description as to how group members made the decisions they made and present this to the class. (Stop)

    71. End of Power Point Slides for the Day (stop)

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