Educate Communities on Criminal Justice Policies Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Educate Communities on Criminal Justice Policies Assignment
Introduction
Criminal activities in the US have been limiting the successful development within communities and businesses. This is because most offenses committed towards people are having a negative impact on the daily proceedings within these communities.
Drug abuse, for instance, is one of the major criminal activities practiced in the US known to limit the potential of most individuals. Therefore it is important to educate communities on criminal justice policies to ensure that criminal activities do not limit the growth and development within the communities. This paper reviews the drug policy and how it benefits communities.
Drug Policy
To curb drug-related activities, the US justice system has designed a drug policy that covers all issues related to drugs. There has been an increase in boarder security to discourage drug trade so as to limit drugs within the state. Secondly, test measures have been established to be employed in schools and work organization to test drug traces among members in these institutions (Babor, 2010).
This is essential in discouraging the extensive use and substance abuse across the nation. However, even with the available drug policy, there are still some deviant individuals that continue to practice substance abuse. Therefore educating communities is an effective approach to reducing the drug-related offenses.
In addition, some of the privileges given to drug offenders have been limited by the justice system. Drug rights given to the criminals have been stripped per the drug policy in the US. The main aim of the policy was to reduce problems resulting from violence, poverty and other offenses that were influenced by illegal drugs in the markets (Kleiman, Caulkins, and Hawken, 2011). Moreover, the drug policy communities can be able to develop to greater levels and students in schools can be able to attain their educational goals and lastly more opportunities in the business environment can be increased.
Education on Drug Policy
The main aim of this paper is to educate people on the drug policy and its benefit to society. Therefore what one hopes to achieve by sharing an insight to the drug policy is educating society. Enlightening the community is also another objective that is attainable by educating them on drug policy. In the end, those with a little knowledge of the existence of drug policy will be able to share with others. As a result, a significant portion of the population will have a knowledge of the drug policy in the justice system as well as understand how it operates and what it seeks to accomplish within ones society.
Benefits of Drug Policy
The presence of drugs in the markets increases the number of addicts within societies and thus reducing the numbers of skilled individuals who can contribute to developments in the community (Mears, 2010). In the event that the drugs are limited, and many addicts are also limited means that the communities will have a significant number of willing people to work towards development.
Therefore the drug policy which seeks to create more opportunities for development in communities, increase education opportunities as well as eliminate criminal activities in society can be beneficial within the community (Great Britain and Great Britain, 2012). This is because the policy will ensure that people are aware of its existence, they will be educated, and lastly it will make sure that securities on related offenses are increased. Communities will thus be able to say that they are safe from criminal offenses that are influenced by drug abuse.
References:
Babor, T. (2010). Drug Policy and the Public Good. Oxford: Oxford University Press.
Great Britain, and Great Britain. (2012). Drugs: Breaking The Cycle: Ninth Report of Session 2012-13. London: Stationery Office.
Kleiman, M., Caulkins, J. P., and Hawken, A. (2011). Drugs and Drug Policy: What Everyone Needs to Know. New York: Oxford University Press.
Mears, D. P. (2010). American Criminal Justice Policy: An Evaluation Approach to Increasing Accountability and Effectiveness. New York: Cambridge University Press.
Application: Communicating a Message to Multiple Audiences
Real life is not always tidy, and this fact certainly holds true in public communications. Audiences have multiple characteristics that can influence how a message should be delivered. As a criminal justice professional, you must consider how audience characteristics might influence how a message should be delivered. You should then consider challenges to effectively communicating a message to that audience.
Perhaps you select to use visual aids for a group of 7th grade children. You then find out that the children attend an inner-city school with a low reading level and will not be able to understand your visual aids. Or perhaps they are Non-English speaking children who might not be able to read your visual aids. Once you begin to consider the variety of potential audiences, and their distinct characteristics, the importance of presenting the same message in several different formats becomes clear.
For this assignment, review the post in bold above. Then select one audience from the list provided. Consider how that audience might benefit from the message that was delivered in that bold post above.
Next, examine characteristics specific to that audience that may influence how the message should be delivered. Look at potential challenges in communicating this message to the selected audience. Finally, consider how your communication might have to be altered in order to deliver this same message to the new audience.
Children
Juveniles (under the age of 18)
People with Mental Illness
Ethnic/Racial minorities
Persons living in poverty
Criminals
Immigrants
Non-English-speaking citizens
People with Intellectual Disabilities
Deaf Community
Elderly
Pregnant Women
The Assignment (2–3 pages)
Review the POST IN BOLD AHEAD submission from Week 2.
Describe an audience that might benefit from the message you delivered in the post IN BOLD ABOVE this assignment
Explain characteristics specific to that audience that may influence how the message should be delivered
Explain potential challenges in communicating the message to the selected audience
Explain how you might revise your approach in the video based on the characteristics specific to the audience you selected and why. Be sure not to change the content of the message
Readings
Johnson, W. A., Rettig, R. P., Scott, G. M., & Garrison, S. M. (2015). The criminal justice student writer’s manual (6th ed.). Upper Saddle River, NJ: Pearson.
- 29–30
Lamb, H. R., Weinberger, L. E., & Gross, B. H. (2004). Mentally ill persons in the criminal justice system: Some perspectives. Psychiatric Quarterly, 75(2), 107–126.
Identify and write for your audience. Federal Plain Language Guidelines. Retrieved from http://www.plainlanguage.gov/howto/guidelines/bigdoc/audId.cfm
Anonymous (2004). Nothing lost in the translation: Overcoming barriers to communications due to language limitations. Corrections Forum, 13(2), 96.
Two or three pages with at least three references….It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the readings.
To get maximum points you need to follow the requirements listed for this assignments 1) look at the page limits 2) review and follow APA rules 3) create SUBHEADINGS to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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