Virgil Adams III, M.A. Psychology
Human Services | Social Sciences | Sociology
Email: vadams@cypresscollege.edu
Phone: (714) 484-7000 Ext: 48220
Office Hours : Monday-Thursday 9-9:30 a.m.
Location: Humanities Bldg., Rm. 222J
About Professor Adams
Hello Students,
I’m interested in your future as a prospective Human Service Paraprofessional. I remain available to meet with you to discuss your goals and aspirations. You are invited to contact me and map out your immediate and future professional goals in the ever rewarding world of Human Services.
Allow me to introduce myself. I am a full-time Professor in the Human Services Department. Prior to teaching Human Services at Cypress College, I taught in the Sociology Department at Cypress College, Long Beach City College, El Camino College and Santa Ana College. I have also taught Introduction to Psychology at Santa Ana College’s Psychology Department.
I earned a Bachelor’s of Arts in Sociology (emphasis in Social Work) from the California State University @ San Bernardino in 1983. I also earned a Master’s in Psychology (Marital and Family Therapy) while attending Azusa Pacific University in 1990.
I completed a 3000 hr. Internship at Loma Linda University Children’s Hospital in the Family Adolescent Child Therapy Program. I possess several certificates in Play Therapy, Alcohol and Drug Interventions and Counseling techniques. I also possess a 1500 hr. Certification in Addictionology and Compulsive Behaviors.
I am very active in College Leadership at both Cypress College and Santa Ana College. I have completed faculty training at Cypress College in the Leadership Development Institute. I am a past Faculty Facilitator at Santa Ana College’s Student Leadership Institute providing workshops on Conflict Resolution, Time Management, Leadership Styles, Team-building, Vision and Goal Setting, Communication Skills, and Cultural Diversity Awareness. At Cypress College, I conduct workshops on Building Effective Relationships, Generational Learning Styles, and Conflict Resolution, and Emotional Intelligence.
I am a graduate of Orange County Multi-Ethnic Diversity Leadership Institute and the P.O.S.T. Supervisory Leadership Institute of California. I also serve as a member of the Orange County’s Youth Motivation Task Force providing under-represented high school campuses with in-class presentations and mentoring.
I currently serve on the Diversity Committee and Leadership Team, and Puente Program Mentor. I am a past committee member for the Center of Inter-Cultural Diversity, Staff Development Committee, Social Science’s Vision Statement and Action Plan Committee, and Korean Christian Club, and Human Services Club, at Cypress College. I was awarded the Outstanding Full time Faculty award for 2008-2009 academic year.E.O.P.S. Faculty of the Year 2010 and Who’s Who in America for the Humanities 2011.
My current classroom curriculum consists of Introduction to Sociology, Self-Esteem Strategies, Drug and Alcohol Studies, Introduction to Criminal Justice and Counseling in Criminal Justice, Careers in Criminal Justice, Multi-Cultural Aspects of Criminal Justice,Victimology, and Criminology.
I look forward to an educationally challenging and eventful semester with you.
Recommended Course
HUSR 224C Self Esteem Strategies
Self-Esteem Strategies is designed to assist the student with the techniques with developing and maintaining self-esteem in personal and the work environment.
This class is the foundation for facilitating change and promoting growth from both a intrapersonal and interpersonal level. I offer this course every semester.
Please join me in class and continue your lifelong learning experience.
Resources
Classes
Study Guide 224
HUSR 224
Study Guide for Exam I
Chapters 1-4
Self Esteem Strategies
Chapter #1
- Why is Self Esteem Considered the Immune System of the Consciousness? Pg.18
- Personal Interpretation of Self-Esteem based on Branden’s description. Pg.4
- The result of having a high Self-Esteem vs. Low Self-Esteem when life brings on difficulties. Pg.5
- Behavior/personality characteristics of individuals having High Self-Esteem vs. Low Self-Esteem. Pg.5
- Definition of a Toxic Relationship. Pg.6
- Is a High Self-Esteem the best predictor of ones personal happiness? Pg.6
- Why do some individuals sabotage their happiness via Happiness Anxiety? Pg.11-13
- Is ones self-concept their destiny? What is my Self-fulfilling Prophecy? Pg.15-16
- Is it possible to possess too much Self-Esteem? Pg.19
- What are the characteristics of Unconflicted Self-Esteem? Pg. 20
- How does Self-Esteem co-exist in the 20th. Century Workplace? Pg. 21-23
- What is the relationship between Self-Reliance, Self-Trust and Self-Esteem? Pg.24
Chapter #2
- The differences between Self- Efficacy and Self-Respect. Pg.26-27
- We are unlikely to hit a target we cannot see! Pg. 28
- The root of our need for Self Esteem. Pg.29
- The need for action based results Pg. 31
- Self-Efficacy as an operational concept. Pg. 33-34
- Self-Respect as an operational concept. Pg.37-39
- Does Pride always come before a fall? Pg. 41.
Chapter # 3
- Why can’t I be perfect? Pg. 43
- Is the glass half empty/half full, or is there just room for more? Pg..44
- Is it Realism or Perception? Pg.45-46
- How do I know when I am Centered? Pg. 46
- How do I use Inductive and Deductive Reasoning? Pg. 47
- If I have to be Human, what can I learn from my mistakes! Pg.48
- Why fear and self-doubt are Toxic to my Self-Esteem (Immune System). Pg. 48
Chapter # 4
- Why is Fear my enemy? Pg. 49
- Is Self-Esteem Active or Passive? Pg. 50
- What is Psychological Determinism? (How I use it?) Pg.50
- The power of Thought establishes the power in my Words. Pg. 50
- How do I cure an underdeveloped Self-Esteem? Pg. 51
- I must permit myself to be intimate with Me! Pg.52
- Do you know any approval addicts? Pg. 53
- How is my Autonomy? Pg. 54
- What is my vision? (Do you have a Dream?) Pg. 55
- How do I actualize my Vision? (Exercise)
Study Guide 240
HUSR 240
Study Guide for Exam I
Chapters 1-4
Chapter # 1. Andrew Weil—Chocolate to Morphine
- What should society do regarding drugs since they are apparently hear to stay?
- What two steps should be taken in regards to preventing “drug abuse” while society continues to use drugs?
- What relationship with drugs do all teenagers have in common?
- What approach should parents take with their teenagers in order to establish a healthy communication regarding drug use (including alcohol)?
Chapter #2. Andrew Weil—Chocolate to Morphine
- What is the definition of a drug?
- What relationship did the Eskimos have with alcohol prior to arrival of the colonists?
- What was the rational for the Catholic Church regarding the traditional use of wine as a sacrament?
- What was the drug of choice for mainstream society while the counterculture chose marijuana and psychedelic forms?
- What function does taboos have in society regarding the definition of good and evil? How has the use of alcohol fit into this concept.
Chapter # 3. Andrew Weil—Chocolate to Morphine
- What does Andrew Weil say regarding the need for members of society explore altered states of consciousness?
- Familiarize yourself with the use of drugs in the society regarding the following:
- self exploration
- altering moods
- treating disease
- boredom or despair
- social interaction
- enhancement of creativity and physical performance
- establishing identity
Chapter # 1&2. Jean Kinney—Loosening the Grip
- What relationship did early American soldiers have with alcohol?
Familiarize yourself with the following approaches:- Freud and the anxiety theory
- McClelland and the feeling of power theory
- Horton and the anthropological theory
- Weil and the desire for altered states of consciousness theory
- What was the political response in America to the prevailing presence of Alcoholism during the 1920’s.
- What was affect has the media and films had on the use of alcohol in society?
- What attempts in social reform did America utilize from the 1930’s to the present.
- What are the contributions regarding race, education, income, marital status, religion, geographic location, age and gender on drinking patterns.
Chapter # 3. Jean Kinney—Loosening the Grip
- How is alcohol transported to the organs throughout the body?
- Is alcohol an irritant?
- Do women and men absorb alcohol at the rate?
- Is alcohol eliminated or metabolized at the same rate by members of society?
- What effect doe alcohol have on the following:
- kidneys
- liver
- central nervous system
- brain
- What is tolerance?
- What is the “expectancy effect”?
Chapter # 4. Jean Kinney—Loosening the Grip
- What contributions did E.M. Jellinek make to the definition of “Alcoholism“ and research studies on Dependency?
- What were the benefits of Alcoholism being treated as a Disease versus a character flaw as in the Personal Choice model?
- What are the criticism of the Disease Model regarding client responsibility and passivity?
- Is the rate of dependency at a fast or slow onset?
- What are the characteristics for the four phases of Alcoholism?
- What are the characteristics of abuse of alcohol?
- What is meant by a secondary type of Alcoholism?
- What is your definition of alcoholism?
- Know the four phases of Jellineks’s model of Alcoholism
Essay: What would a healthy approach to the drug and or alcohol use look like as compared to the current societal applications; i.e. education, family, religion, politics, medicine, science, and law?
Study Guide 270
HUSR 270
Study Guide for Exam I
Chapters 1,2,3
Chapter 1—Reasons for Violence
KEY CONCEPTS
- Definition of violence
- Elements of violence
- Four forms of social reform
- Three forms of reactions to violence by society
- The relationship to violence for:
- males vs. females
- 16-24 yr. groups
- married, never-married, separated, and divorced
- Functions of the Uniform Crime Report and the National Crime Victimization Survey.
- Social factors and biological explanations for violence
- Explanations for the recent increase of prosecuting more juveniles in adult court settings.
Chapter 2—Extent of Violence in America
KEY CONCEPTS
- Explanations for current increase in homicides of stranger and non-intimates vs. past trends.
- Explanations for the increase of:
- domestic violence
- marital rape
- forced rape
- use of weapons for youth and spouses during violent acts.
- Impact of drugs and guns on school violence.
- Criticism of the Uniform Crime Report and the National Crime Victimization Survey.
- What are the concerns and predictions for the projected increase of the “Juvenile” population in our society.
- What percent of juveniles are projected to be “career criminals”?
- What age group for juveniles is the best known predictor to determine the potential for serious delinquency issues?
- What age group for juveniles is the best known predictor to determine lack of socialites and involvement with anti-social peers.
- Is there a causal relationship between juvenile violence and abusive parents and broken homes?
- Which intervention strategies have proven to be more effective for juvenile offenders; addressing socioeconomics and abusive parents or substance abuse and anti-social peers?
- What are the social and psychological characteristics that are consistent for “High Risk Juvenile Offenders”?
- Definition of:
- Juvenile law
- status offender
- criminal offender
- hidden delinquency
- What is the degree of relationship between alcohol/drugs and the victim/offenders of violent and non-violent crime?
- What relationship does Cocaine have in respect to violent or non-violent crime?
- What is the explanation for the recent increase in activity of females in both violent and non-violent criminal activity.
- What is the Social Bonding Theory? How can it utilized as an intervention strategy?
- What are the characteristics of women in society who were involved in violent behavior?
Chapter 3—The Social and Economic Cost of Violence
KEY CONCEPTS
- Define monetary and non-monetary costs to victims.
- Know the impact of direct and indirect costs to victims. Which is more devastating to the victim?
- What percent of all crime is property vs. violent crime.
- What percent of crime actually involves victim contact?
- Does the media contribute towards in-direct costs for victims?
- What factors are taken to consideration to to establish “Actual Costs”? What percent is considered non-monetary?
- What percent of violent offenders are currently in:
- Federal prison
- State prisons
- State jails
- What are the social reactions to violence in applying:
- truth in sentencing law
- three strikes law
- What is effect of crime and violence on the elderly?
- What age group is least likely to be victimized by violent crime?
- What age group is more likely to be victimized by violent crime?
- What ethnic group is most likely to be victimized?
- What factors make the elderly more likely to suffer in-direct cost vs. other age groups?
- What form of victimization are the elderly more likely to suffer, violent or property crime?
- Which age group (elderly vs. younger) is more likely to attempt to protect themselves during the victimization?
- What are three determinant factors for fear of crime?
- What is recidivism? How has the truth in sentencing law impacted the state and federal prison system?
- At what stage of incarceration is treatment for drug/alcohol addiction most effective? What steps would help diminish the current relapse rate?
- What were the pros and cons of:
- The Scared Straight Program
- prison boot camps
- house arrest
- week-end sentencing
- electronic monitoring
- intensive probation
- truth in sentencing law
- three strike law
**EXTRA CREDIT**
Essay: To be announced in class during the review.
Study Guide 290
HUSR 290
Study Guide for Exam I
Chapters 1-4
Chapter I- Concerns about Crime and Violence.
Key Concepts:
Which class has reported the most significant increase in the fear of crime over the past twenty years?
In what ways do the public respond to the perceived threat of crime affect the commercial sector at night.
What were the political reactions to the perceived threat of crime during presidential campaigns?
What were the purpose and impact of the various Presidential Commissions.
Who was responsible for the standardization and professionalization of law enforcement in the 1900 century?
What is the major cause of death in the United States?
What is the second cause of death between 1960 and 1990?
What did Emile Durkheim say regarding the continued existence of crime in society?
What are the tree parts of the Criminal Justice system?
Definition the Criminal Justice System.
Definition of Criminology.
Chapter II- The Nature of Crime.
Key Concepts
Does the criminal law punish acts or thoughts?
What are the benefits if the “Representative” method Democratic system?
What law was passed during the early 1900’s in reaction to the perception of espionage?
What law was the passed as result of the 18th. Amendment?
What was result of 21st. Amendment?
What was the Volstead act?
What is the significance of “Anomie” in society?
Define Mala in Se?
Define Mala prohibita?
What are victimless crimes? (who is the victim of record)
What are the duties and purpose of regulatory agencies?
Define the Classical Schools approach to crime.
What did Sigmund Freud attribute to the cause of crime in society.
Define the purpose of the Id, Superego and Ego according to Freud regarding the cause of crime.
Define the difference between the sociological and the psychological approach to crime.
Define the Labeling, Differential Association, Social Control Theory, and the Ethical Theory.
Compare and contrast the following explanations for crime;
biological determinism
sociological explanations
rational choice explanations
gender-based explanations
Chapter III- Measurement of Crime.
Key Concepts
Define the purpose and function of the Uniform Crime Report.
What are the Eight Part I- crimes of the uniform crime report.
What are the three sources of collecting date on crime.
What are the differences between the Uniform Crime report and Victimization surveys?
What are the benefits and purpose of measuring crime in society?
What are reasons attributed for the public failing to report crimes?
What is the most common violent crime reported?
What do all juveniles have in common regarding crime and the Criminal Justice System?
What is the highest report crime of any type in the United States?
What are the affects of age, sex, ethnicity, and socioeconomic in the rate of crime?
Define White Collar Crime?
Define Organized Crime?
Define Computer or information Crime.
Define Terrorism?
Chapter IV- Perpetrators and Victims of Crime
Key Concepts
What characteristics do individuals are age 16-24 share in society?
Which gender is more likely to be the victim of a violent crime?
Which gender is more likely to arrested for committing a violent crime?
Which gender is more likely to be the victim of Intimate partner violence?
Which race is reported to have the highest incidence victimization of violent crimes?
Which race has a disproportionate amount of alcohol related offenses.
Which race or ethnic group has the lowest rate of victimization of any form of crime?
What is crime profiling?
What is offender profiling?
What is victim profiling?
What is crime scene profiling?
Which gender is generally believed to be responsible for theft or crimes of violence involving sudden heat of passion?
ESSAY:
To be announced in class during the review.
Study Guide 291
HUSR 291
Study Guide for Exam II
Chapters 7-10
Chapter 7-Jails and Prisons
Key Concepts:
Jails
What was the historical use of jails in early society? (temporary vs. long term use)
What category of violations were individuals routinely arrested and housed in jails?
What significant changes were brought about by the Walnut Street Jail facility regarding the housing and classification of prisoners?
Under the Speedy Trail Act of 1974 how many days can a person remain in jail awaiting trial?
Under what circumstances would a convicted felon be housed in What are the jail problems associated with housing juveniles in adult jail facilities?
What is a “mercy booking”?
How does shock probation work in jail sentencing?
Prisons
What was the historical use of prisons in early society? (temporary vs. long term use)
What category of violations were individuals routinely arrested and housed in prisons?
What significant changes were brought about by the Walnut Street Jail facility regarding the housing and classification of prisoners?
What was the standard form of treatment of individuals in prison by the prior to the Walnut Street Jail Facility?
What significant change in prisoner treatment and classification was implement with the Auburn State Penitentiary System?
How do prisons function in response to societal demands of
providing societal protection
punishing prisoners
prisoner rehabilitation
prisoner re-integration
Which prisoner classification has the largest population? (minimum, medium, maximum)
Which characteristics indicate a good candidate for (ROR) release on own recognizance?
Chapter 8- Parole and Parolees
Key Concepts
Definition of Parole
What was the contribution of Sir Walton Crofton?
What was the impact of implementing “good time credits? (Re:overcrowding and housing costs of inmates)
The parole boards are usually comprised of these individuals?
Which elected official appoints the members of the parole board? Parole best identifies with which model of correctional implementation?
What are the pro’s and con’s of Indeterminate Sentencing?
What were the intended benefits of shifting from indeterminate to determinate sentencing? (according to the Justice Model)
Do all states implement “good time credits the same?
What are the latent and manifest functions of parole?
Chapter – 9 Early Release, Parole and Parole Revocation
Key Concepts
Who has the authority to grant probation?
Who has the authority to grant parole?
What is meant by “conditional” status of probation or parole?
Do all parole boards operate in the same manner from state to state?
What are the major functions of parole boards?
Compare and contrast the following;
jurist value system
sanctioner value system
treater value system
controller value system
What is a salient factor in respect to criteria for parole consideration?
Under what conditions does one qualify for the following;
parole board release
mandatory parole
commutation/pardon
unconditional release
What category of inmate classifies for Intensive Supervised Parole?
What is the different between a pardon and an expungement order?
Chapter 10- Probation/Parole Organization and Operarations
Key Concepts
Functions and duties of probation and parole officers.
What is the caseload?
Characteristics of the;
1.) The conventional model
2.) The numbers game
3.) The conventional model w/geographical concerns
4.) The specialized caseloads model
The functions of the parole/probation officer as;
1.) the detector
2.) the broker
3.) the educator, enabler or mediator
4.) the enforcer
What are some of the factors of the parole/probation officer having a role conflict in regards to their duties with clients under their supervision?
What is the benefit of the code of ethics in regards to professionalization in parole/probation off
What are the sources of stress in the above occupations?
Criticisms of the above professions from a historical perspective in the law enforcement arena.
Syllabus for 224
HUSR 224 Hum. 222J Self-Esteem Strategies Office Hours
Fall 2011 Mon/Wed 9:30-10:50 Mon. 9-9:30 Instructor: Virgil Adams, III MA Wed.9-9:30 E-Mail: vadams@cypresscollege.edu
Webpage:www.socialscience.cypresscollege.edu~/vadams Office Phone (714)484-7000Ext. 48220
3 units transfer credit
Prerequisite:
None
Text:
Branden, NathanielThe Six Pillars of Self-Esteem
Bantam, New York 1994
Course Description: 
This course is designed for the considering a career in management and staff development in Human services Agencies, with special application to client aftercare programs. Theory and technique are combined in this skills class to assist case managers and program directors with assessment and evaluation, individual recovery program directors, educational process and materials, and utilization of resources and referral procedures. The course focuses on issues of self-esteem, concept formation, problem-solving and decision making for client and/or staff development. 
Instructional Objectives:
Upon completion of this course you will be able to:
- Demonstrate the ability to assess agency staff needs and personal problem areas.
- Illustrate the process of establishing individual and group goals and objectives.
- Organize and conduct training sessions in self-esteem, self-evaluation theory and motivational processes.
- Analyze communication problems among agency staff and generate
effective communication strategies among both staff and clients.
Course Content and Scope
Topics:
- The Need for Better Management.
- Self Assessment Matrix Administrative practice.
- Legal issues In Drug and Alcohol Treatment.
- Social Policy Issues.
- Planning and financial Considerations.
- Research and Evaluation Issues.
- Special Populations: adolescents, elderly, dual diagnosis patients,
Disabled persons, etc.
Students are expected to spend a minimum of six hours each
week in preparation for class. Outside assignments will include:
Assigned reading of text, supplemental reading of journal
articles, newspaper and magazine reading to determine current
information on self-esteem strategies in Human Service
Agencies. 
Instructional Methodologies:
1. Lectures
2. Group discussion and presentations (small and large).
3. Films with class discussion and critiques.
4. Discuss and review unit examinations.
5. Guest speakers
Multiple Methods of Evaluation:
1. Class participation (discussion and exercises).
2. Written Mid-term and Final Exam (The Final is a comprehensive/group exam).
4. Written assignments displaying methods of critique critical thinking that
focus on Self-Esteem Strategies.
5. Individual and group presentations to the class.
STUDENT LEARNING OUTCOMES:
1. Students will be able to apply the functional approach to the development of self-esteem in the recovery, intervention, and treatment of individuals in recovery.
2. Student will be able apply the strategies of developing and maintaining self-esteem with the client while in an incarcerated, and/or non-custody setting.
3. The students will be able to facilitate and participate in a group in the application of interventions and recognition of dysfunctional behavior of individual group members.
4. The student will be able to compare and contrast the toxic and supportive individual in inter-personal and intra-personal relationships in the Human Services field.
Class Expectations and Procedures:
1. Attendance:
Attendance for all scheduled classes is paramount. After a student accumulates more than two absences you may be dropped from the class. You must attend class regularly. Please be on time! If you have personal business to conduct, be courteous enough to attend to it before or after class.
2. Academic Honesty Policy:
It is expected that you do your own work, both during assignments and at the time of testing. Plagiarism is not allowed under any circumstances. Make sure that you understand all assignments and develop your own ideas using your own words.
3. Student Services
Students with verified disabilities requiring accommodation should make specific known to the instructor in a timely manner, preferably at the beginning of the semester or at least one prior to the identified need.
4. Emergency Procedures:
In the event of a emergency and classroom or building evacuation is required, please take personal belongings with you to a clear and safe area.
5. Food and Beverages:
Refreshments are not permitted in the classroom. (water is permitted)
6. Beepers and Cell Phones:
Please turn off all devices while class is in session. The use of cell phones during class will result in exclusion from this course.
Weekly Assignments:
 Date Topics to be covered Text Readings
8-15 Course introduction Syllabus
8-17 Self-Esteem: The Immune System Chapter 1
of Consciousness
8-22 Self-Esteem: The Immune System Chapter 1
8-24 of Consciousness
8-29 The Meaning of Self-Esteem Chapter 2
8-31
9-5 Holiday No School
9-7 The Face of Self-Esteem Chapter 3
9-12
9-14 The Illusion of Self-Esteem Chapter 4
9-19
9-21 EXAM #1 Chap. 1-4
9-26 The practice of Living Consciously Chapter 6
9-28
10-3 The Practice of Self-Acceptance Chapter 7
10-5
10-10/12 The Practice of Self-Responsibility Chapter 8
10-17 EXAM # 2 Chap. 6-8
10-19/23 The Practice of Self-Assertiveness Chapter 9
10-26/31 The Practice of Living Purposefully Chapter 10
11-2/7 The Philosophy of Self-Esteem Chapter 12
11-9 EXAM # 3 Chap.9,10.12
11-14 Nurturing a Childs Self-Esteem Chapter 13
11-16
11-21 Self Esteem in the Schools Chapter 14
11-23
11-28 Self-Esteem and Work Chapter 15
11-30
12-5 Self-Esteem and Culture Chapter 17
12-7
12-7 Preparation & Review Final Exam Chapter 1-17
12-8 FINAL EXAM Chapter 1-17(Group Presentation) 8-10 A.M.
Syllabus for 240
Syllabus
Drugs and Alcohol in our Society Office Hours
Summer M-R 11:15-2:05 10-11 a.m. Also by appointment.
Instructor: Virgil Adams, III MA
Email: vadams@cypresscollege.edu
Phone: (714)484-7000 Ext. 48220
3 units transfer credit
Prerequisite: None
Text:
Andrew Weil, M.D.,and Rosen, Winifred
From Chocolate to Morphine
Houghton Mifflin, New York 2004
Jean Kinney Loosening the Grip,10th edition
McGraw-Hill, Boston 2011
Course Description:
This is an introductory course for individuals in any area of human services who wish to increase their knowledge regarding problem drinking and/or drug abuse. This course will cover the basic casual theories of alcoholism, identification signs and symptoms, dispel some of the “myths’ and provide information on treatment sources. Students will also be introduced to drug problems in general: their misuse, abuses and methods of control.
Instructional Objectives:
Upon completion of this course you will be able to:
- Recognize the impact of drugs and alcohol on society.
- Identify various societal perspectives of the drug and alcohol problems in society.
- Analyze their personal perspectives of the drug and alcohol problems in society.
- Have a better understanding of the process of disease, addiction, and recovery.
Course Content and Scope- Topics
- Societal perspectives of alcohol and drug use.
- Personal perspectives of drug and alcohol use.
- The processes of alcoholism, drug addiction and recovery.
- Factor effecting blood alcohol/drug levels.
B.) Written Assignments
- Take notes in class that will be reworked and expanded
later. - Essay exam and critical thought exercises that utilize
a high level of critical thought.
C.) Appropriate outside assignments.
Students are expected to spend a minimum of six hours each week in preparation for class. Outside assignments will include: Assigned reading of text, supplemental reading of journal
articles, newspaper and magazine reading to determine current attitudes and laws concerning alcohol and drug use. Instructional Methodologies:
1. Lecture (including guest speakers)
2. Group discussion and presentations (small and large).
3. Films with class discussion and critiques.
4. Discuss and review unit examinations.
Student Learning Outcomes
- Students will be competent in the critical analysis and review process of the impact of drugs and alcohol on society using the Disease Model and the Personal Choice perspective in drug and alcohol recovery process.
- Students will be able to specifically identify the various stages of alcoholism and distinguish the impact of drug and alcohol problems in society.
- Students will be competent in the identification and introspective perspectives of their own and/or family of origins drug and alcohol use as it impacts society.
- Students will have a concept formation of relapse, prevention of client relapse in treatment and recovery of individuals using the process of disease, addiction, and alcoholism.
Methods of Evaluation:
1. Class participation (discussion and exercises).
2. Critical thought reports (approximately 2 pages).
3. Written Mid-term and Final Exam (The Final essay is comprehensive).
4. Written assignments displaying methods of critique critical thinking that focus alcohol/drug issues and related problems.
Class Expectations and Procedures:
1. Attendance:
Attendance for all scheduled classes is paramount. After a student accumulates more than two absences you may be dropped from the class. You must attend class regularly. Please be on time! If you have personal business to conduct, be courteous enough to attend to it before or after class. Your fellow class members are relying on you.
2. Academic Honesty Policy:
It is expected that you do your own work, both during assignments and at the time of testing. Plagiarism is not allowed under any circumstances. Make sure that you understand all assignments and develop your own ideas using your own words.
3. Student Services
Students with verified disabilities requiring accommodation should make specific known to the instructor in a timely manner, preferably at the beginning of the semester or at least one prior to the identified need.
4. Emergency Procedures:
In the event of an emergency and classroom or building evacuation is required, please take personal belongings with you to a clear and safe area.
5. Food and Beverages:
Refreshments are not permitted in the classroom.
6. Beepers and Cell Phones:
Please turn off all devices while class is in session. The use of cell phones in class will result in exclusion from the course.
Weekly Assignments:
Date Topics to be covered Text Readings
6-25 Course introduction Syllabus
6-26 Alcohol (Kinney) Chapter 1/2
Straight talk (Weil) Chapter 1
6-27 Alcohol and the body (Kinney) Chapter 3/6 p.155-156
What is a Drug (Weil) Chapter 2
6-28 Alcohol Dependence (Kenney)
Chapter 4 Why people use drugs (Weil)
Chapter 3
7-2 Review for Exam # 1 Chap. 1-4
7-3 Complete Exam # 1 Chap.1-4
7-4 Holiday No School
7-5 Etiology of alcohol dependence (Kenney) Chapter 5
7-9 The behavior of dependence (Kenney) Chapter 7
Types of Drugs (Weil) Chapter 5
7-10 Effects of alcohol on Family (Kenney) Chapter 8
7-10 Review for Exam # II Chap. 5-8
7-11 Complete Exam # II Chap. 5-8
7-11 Evaluation and treatment overview and approaches (Kenney) Chapter 9
7-12 Treatment techniques (Kenney) Chapter 10
7-16 Special populations (Kenney) Chapter 11
7-16 Review for Exam # III Chap. 9-11
7-17 Complete Exam # III Chap. 9-11
7-18 Stimulants/Depressants (Weil) Chapter 6/7
7-19 Psychedelics/Marijuana (Weil) Chapter 8/9
Solvents, Inhalants and Deliriants Chapter 10
7-23 Problems with Drugs (Weil) Chapter 12
7-24 Review and preparation for Final Exam
7-25 Final Exam (Weil) Chapter 6-12 (objective, essay, true/false, matching)
Syllabus for 270
HUSR 270 Syllabus
Introduction to Victimology Office hours:
Tue. 12:30-1, T/R 1:00-3:50, Thur. 12:30-1
Also by appointment
Instructor: Virgil Adams, III MA
Email: vadams@cypresscollege.edu
Office Phone (714) 484-7000 ext. 48220
3 units transfer credit
Prerequisite: None
Text:
- Glicken, Morley D., Sechrest, Dale K., The Role of Helping Professionals
- In Treating The Victims of Victims And Perpetrators of Violence
- Massachusetts Allyn and Bacon 2004
Course Description:
This course will provide students with the opportunity to explore the emerging social concerns regarding the cost of victimization to our society today. It provides education, information on existing resources, and direct participation in the creation and expansion of existing resources.
Instructional Objectives:
Upon completion of this course you will be able to:
- Identify community resources available to victims of violent and nonviolent crime, and establish networks with those resources.
- Define social attitudes and behaviors towards victims.
- Demonstrate through discussion and written exercises an awareness of personal attitudes towards victims of crime including rape, incest, battering, child abuse, child sexual abuse, humiliation, betrayal and abandonment.
- Demonstrate through classroom exercises an understanding of treatment strategies for victims.
- Describe the processes of data collection, problem exploration, evaluation, and other aspects of social research.
Course Content and Scope
1. Introduction to major issues involving victimization of violent and nonviolent crime.
2. Historical perspective of victimization in our society.
3. Philosophical perspectives and orientation on:
a.) societies view of the victim
b.) role of the perpetrator
c.) children as victims
d.) emotional abuse
e.) physical abuse
f.) sexual abuse issues
4.) The role of victim witness assistance programs:
a.) counseling the victim
b.) counseling the perpetrator
c.) counseling the family of the victim
5.) Students will demonstrate through written and oral exercises, their knowledge of resources for both violent and nonviolent victims of crime.
6.) Classroom exercises will assess the ability of each student to make appropriate referrals to community resources available to victims of a variety of violent and non violent crimes.
7.) Oral and written presentation of Reaction Paper in a selected area of victimology.
Instructional Methodologies:
1. Lecture (including guest speakers)
2. Group discussion and presentations (small and large).
3. Videos with class verbal and written critical analysis.
4. Discuss and review unit examinations.
5. Visit to Human Service Agency and Resources.
Methods of Evaluation:
1. Class participation (discussion and written exercises).
2. Written Mid-terms and Final Exam (The Final is comprehensive).
3. Written assignments displaying methods of critique critical thinking that focus on demonstrating historical and philosophical knowledge and issues related to the problems regarding victims violent and nonviolent crimes.
Class Expectations and Procedures:
1. Attendance:
Attendance for all scheduled classes is paramount. After a student accumulates two absences you may be dropped from the class. You must attend class regularly. Please be on time! If you have personal business to conduct, be courteous enough to attend to it before or after class. All class members are relying on your cooperation.
2. Academic Honesty Policy:
It is expected that you do your own work, both during assignments and at the time of testing. Plagiarism is not allowed under any circumstances. Make sure that you understand all assignments and develop your own ideas using your own words. (see attached Academic Honesty Policy)
3. Student Services
Academic Accommodation Statement: “If you have a disability and believe that you will need accommodations, you are encouraged to contact both your instructor and the Disabled Student Programs & Services as soon as possible. The DSS Office is located in the Cypress College Complex, 1st floor, (714) 484-7104 (voice) (714) 761-0961 (TDD).”
(See online Student Support Services)
4. Emergency Procedures:
In the event of a emergency and classroom or building evacuation is required, please take personal belongings with you to a clear and safe area.
5. Food and Beverages:
Refreshments are not permitted in the classroom. (water is allowed)
6. Cell Phones:
Please turn off all devices while class is in session. The use of cell phones during class will result in exclusion from this course.
Weekly Assignments:
Date Topics to be covered Text Readings
1-19 Course introduction Syllabus
1-21 The Impact of Victimization and Violence in America Chapter 1
1-26 Extent of Violence in America Chapter 2
1-28 The Social and Economic Cost of Violence Chapter 3
1-28 Review of Exam I
2-2 Exam I Chap.1-3
2-1 Family Violence Involving Adults Chapter 4
2-4 Violence to Children Chapter 5
2-9 Sexual Violence Chapter 6
2-11 Juvenile Violence Chapter 7
2-11 Review Exam II Chapter 4-7
2-16 Exam II Chapter 4-7
2-18 Workplace Violence Chapter 8
2-23 Random Acts of Violence Chapter 9
2-25 Treating Perpetrators of Violent Crime
3-2 Chapter 10
3-4/9 Societal Responses to Violence Chapter 11
3-11 Presentation of Term Papers
3-11 Review for Final (objective) Chapter 8-11
Essay questions Chapter 1-11
3-16 Final Exam 1-3:50 p.m.
Husr 270 Paper
HUSR 294
Careers in Criminal Justice
Please address the following questions using A.P.A. format within 3-5 typewritten pages.
1.What is your career vocation?
2.Why did you choose this vocation?
3.What are the basic requirements for employment?
4.What population will you serve? Be specific!
5.How is this vocation designed to improve or better society?
6.What special training or characteristics are needed to be effective in this position? Why are they needed? Be specific as to what benefit or contribution these skills provide.
7.What are the current salary benefits, or expected salary benefits for this vocation?
8.What are the current challenges or needed improvements required in this vacation, i.e. technology, training, funding, public awareness or support, etc?
9.What are the future trends facing this vocation based on the current or projected demands within society for the 21st. century?
NO LATE SUBMISSIONS PERMITTED!
Syllabus for 290
Syllabus
HURS 290 Hum. 222J
Human Services in Criminal Justice Office hours: Tuesday/Thursday 3:30-6:20 Tuesday/Thursday 2:30-3:30, Also by appointment.
Instructor: Virgil Adams, III MA
Email: vadams@cypresscollege.edu
Office Phone: (714) 484-7000 Ext. 48220
3 units transfer credit
Prerequisite: None
Text:
Albanese, Jay S., Criminal Justice 4th. Edition
Massachusetts Allyn and Bacon 2008
Course Description:
This course will survey the historical, theoretical, and philosophical aspects of criminal behavior and the functions and objectives of parole and probation. Students will examine the skills requirements, the major tasks and responsibilities, the role and function and overall mission of service provider in the criminal justice system. The judicial system and its relationship to the criminal offender will be examined as well as modern approaches in the control of crime. Resources for re-socializing the offender will be explored.
Instructional Objectives:
Upon completion of this course you will be able to:
- Analyze the major historical milestones of the justice system in California and the United States of America.
- Describe the current trends in the justice system in both the United States and California.
- Evaluates the roles and analyze the relationship of the following components in the correctional system:
- Jails
- Institutions
- District Attorney
- Jurisdictional Hearing
- Police Departments
- Community Agencies
- Probation Departments
- Department of Corrections
- Juvenile Justice Agencies
- Detention Hearings
- Describe the major steps in the correctional system from custody to disposition.
- Analyze the major areas of liability of the correctional worker and evaluate the possible consequences associated with each.
- Demonstrate “entry level” skills for the correctional worker.
Course Content and Scope:
- Introduction to Corrections and Criminal Justice
- History of Corrections
- Roles of Inter-relationships of Criminal Justice System and Components.
- Police
- Courts
- Corrections
- Legal foundations for the Criminal Justice System
- Correctional treatment centers
- Halfway Houses
- Other alternatives
- Penal Code Review
- Role of the Correctional Worker Service Provider.
- Authority Structures and Responsibility
- Security Problems and Predictors
- Custody
- Supervision
- Job Development and Preparation
- Goal Setting
- Educational Programs
- Training Programs
- Behavior Observation
- Counseling
- Daily Supervision
- Group and Individual Casework Management
- Information
- Procedures
- Referral
- Community Support Agencies
- Diversion Programs
- Victim and Offender Programs
- Mediation/Arbitration
- Job training/Vocational Rehabilitation
- Probation/Parole
Instructional Methodologies:
- Virtual Classroom Instructional Lecture
- Threaded discussion with class members.
- Internet media feeds with class discussion and critiques.
- Threaded Discussion and review unit examinations.
Methods of Evaluation:
- Virtual Classroom participation (discussion and submission of virtual exercises).
- Mid-terms and Final Exam (The Final Essay is comprehensive).
- Completion of assignments displaying critical thinking that focuses on demonstrating historical and philosophical knowledge of issues related to the problems in the field of Criminal Justice.
- Your participation and completion of assignments is essential to maintaining your presence in the course. The failure to complete two consecutive assignments (two weeks in a row) will result in automatic drop from the course. Please maintain good communication with your instructor at all times!
Class Expectations and Procedures:
- Academic Honesty Policy
The college standards of academic honesty will be applied in this class. Academic dishonesty may result in an “F” on all or part of an assignment and referral to the dean. The complete policy may be found in the college catalog, the official publication addressing and guiding academic and student services policies. An electronic copy of the College Catalog is on the college website. The instructor reserves the right to submit student assignments to www.turnitin.com to check for textural similarities between those assignments, Internet sources and the Turnitin.com assignment database. Students will be required to electronically submit their written work for plagiarism checking. Assignments submitted to Turnitin.com will become part of their database and will be used only for plagiarism prevention and detection. - Student Services: Disability Support Services (DSS)
A student who feels he or she may need an accommodation based on the impact of a disability should contact Disability Support Services at (714) 484-7104 or visit DSS on the first floor of the Cypress College Complex, Room 100. For students who have already been determined eligible for DSS services please provide the instructor with the proper form from DSS in a timely manner, at the beginning of the semester and at least one week prior to the verified and identified need. - Sexual Harassment/Discrimination Policy
The North Orange County Community College District Non-Discrimination Statement is found in the college catalog. - Student Learning Outcomes
- Students will learn to identify the three components of the criminal justice system and its functions.
- Students will be able understand to formation and growth of the history of law enforcement in society.
- Students will be able to formulate and comprehend the application of theory in the application of crime and human behavior; as to the explanations and prevention strategies.
- Students will become knowledgeable in the identification and intervention of corruption in law enforcement, courts and corrections in society from the past to present day.
Weekly Assignments:
Date Topics to be covered Text Readings
8-16 Instructor and course introduction. Syllabus
8-18 Prospective on Crime Violence Chapter 1
8-23 The Nature of Crime Chapter 2
8-25 Measuring Crime Chapter 3
8-30 Perpetrators and Victims of Crime Chapter 4
8-30 Complete Exam # I Chap.1-4
9-1 Economic and Political Crime Chapter 17
9-13 Criminal Law Chapter 5
9-15 The Criminal Justice System Chapter 6
9-20 Criminal Procedure and the Police Chapter 7
9-20 Complete Exam # II Chap.5-7
Chap. 17
9-22 Origins and Organization of Law enforcement Chapter 8
9-27 Issues in Law Enforcement and Police Behavior Chapter 9
9-29 Origins and Organization of the Courts Chapter 10
10-4 Trial Defense and Prosecution Chapter 11
10-4 Complete Exam # III Chap. 8, 9,10,11
10-6 Origins and Organization of Jails and Prisons Chapter 13
10-11 Probation and Community Corrections Chapter 14
10-13 Juvenile Justice Chapter 16
10-13 Final Exam Chapter 13,14, 16
(objective, essay, true/false, matching)
Syllabus for 291
HUSR 291
Office 222J
Counseling in Criminal Justice Office Hours
Tuesday/Thursday 10:30, 11-12:20, Also by appointment
Instructor: Virgil Adams, III MA
Email: vadams@cypresscollege.edu
Office Phone: (714) 484-7000 ext. 48220
3 units transfer credit
Prerequisite: None
Text:
Champion, Dean
Probation, Parole and Community Corrections 6th. Ed.
Prentice Hall, New Jersey 2005
Course Description:
This course explores current theory and practice in the counseling of those in state prison treatment programs. Topics include an overview of the California Department of Correction, the inmate classification system, specialized inmate management topics, violence management strategies, victim awareness issues, the process of addiction and recovery an overview of assessment instruments, an exploration of sociopathy, and group counseling dynamics.
Instructional Objectives:
- Describe the California Department of Corrections.
- Describe the inmate classification system.
- Characterize verbally and in writing the criminals view of themselves and others.
- Identify the tactics of power and control and how they operate in inmate staff relations.
- Demonstrate an understanding of the process of addiction.
- Demonstrate the ability to predict and control violence.
Course Content and Scope:
- California Department of Corrections.
- The Inmate Classification System.
- The Criminal point of view.
- Tactics of power and control.
- Assessing and Managing Risk of Violence.
- Sentencing Options/Alternative Sentencing
- Clinical Assessment of Potential for Violence.
- Anger Management
- Victim Awareness
- Domestic Violence Issues
- Addiction/Recovery Process
Students are expected to spend a minimum of six hours each week in preparation for class. Outside assignments will include: Assigned reading of text, supplemental reading of journal articles, newspaper and magazine reading to determine current information on self-esteem strategies in Human Service agencies.
Instructional Methodologies:
- Lectures
- Group discussion and presentations (small and large).
- Videos with class discussion and critiques.
- Discuss and review unit examinations.
- Guest lectures
- On site Human Services Organizations and State Prison tours.
Multiple Methods of Evaluation:
- Class participation (discussion and exercises).
- Written Mid-term and Final Exam (The Final Essays are comprehensive).
- Written assignments displaying methods of critique critical thinking that focus on self-esteem strategies.
- Individual and group presentations to the class.
- Term Papers (minimum of 5 pages typed, double spaced) APA format required.
Class Expectations and Procedures:
1. Attendance:
Attendance for all scheduled classes is paramount. After a student accumulates more than two absences you may be dropped from the class. You must attend class regularly. Please be on time! If you have personal business to conduct, be courteous enough to attend to it before or after class. Your fellow class members are relying on you.
2. Academic Honesty Policy:
It is expected that you do your own work, both during assignments and at the time of testing. Plagiarism is not allowed under any circumstances. Make sure that you understand all assignments and develop your own ideas using your own words. (see online Academic Honesty Policy)
3. Student Services
Students with verified disabilities requiring accommodation should make specific known to the instructor in a timely manner, preferably at the beginning of the semester or at least one prior to the identified need.
(see on line list of Student Support Services)
4. Emergency Procedures:
In the event of an emergency and classroom or building evacuation is required, please take personal belongings with you to a clear and safe area.
5. Food and Beverages:
Refreshments are not permitted in the classroom. (Water is permitted)
6. Cell Phones:
Please turn OFF all devices while class is in session. The use of cell phones during class will result in the exclusion from this course.
Weekly Assignments:
Date Topics to be covered Text Readings
1/19 Course introduction Syllabus
1/21-26 The Criminal Justice System Chapter 1
1/28 Overview of Community Corrections Chapter 3
2-2
2-4/9 Sentence and Pre –Sentence Investigation Report Chapter 4.
2/11/16 Probation and Probationers Chapter 5
2/18 Review Exam # 1 Chapter 1-5
2/23 EXAM #1 Chap. 1-5
2/25 Jails and Prisons Chapter 7
3-2/4
3-9/11 Parole and Parolees Chapter 8
3/10
3/16-18 Early Release, Parole Programs Chapter 9
and Parole Revocation
3/23-25 Probation/Parole Organization and Chapter 10
Operations
3-30-4-1 Spring Break (No School)
4/6 Review Exam # 2 Chap. 7-10
4/8 EXAM # 2 Chap. 7-10
4/13-15 Probation and Parole Officer Roles and
Responsibilities Chapter 11
4/20-22 Theories of Offender Treatment Chapter 2
4-27/29 Offender Supervision: Types Chapter 12
5-11/13 Juvenile Probation and Parole
Chapter 13
5-13 Review for Final Exam
5/25 FINAL EXAM Chapter 11-13
(objective, true/false, matching) Chapter 2
Essays are cumulative Chapters 1-13
10:30 -12:30 a.m.
Syllabus for 101
Sociology 101 HUM-222J
Introduction to Sociology Office Hours
Monday/Wednesday 2–3:20 1–2 p.m., Also by appointment
Instructor: Virgil Adams, III MA
Email: vadams@cypresscollege.edu
Office Phone: (714)484-7000, ext. 48220
3 units transfer credit
Text:
James Henslin, Sociology A Down to Earth Approach 10th. Edition
Boston, Allyn and Bacon 2010
Course Description:
This course is an analysis of human relationships through a study of cultural origins, personality development, social interaction, community organization, collective behavior, institutional growth, social change, and social movements.
Instructional Objectives:
Upon completion of this course you will be able to:
1. Acquire an overview of the scope and content of Sociology.
2. Define the meaning of culture and material culture.
3. Understand the functions and dysfunctions of deviance for the social order.
4. Understand the different types of interaction identified as cooperation, competition, and conflict.
5. Discuss the various aspects of group structure, including status, role,
primary and secondary groups, patterns of interaction, and decision making.
6. Describe and explain the dimension of stratification: property, prestige, power, status consistency and the distinctions among upper class, the upper middle class, the lower middle class, the working class, and the lower class.
7. Understand the components of prejudice and discrimination, racial and ethnic groups in the United States in terms of family, housing, education, politics, employment and income.
8. Understand sexism and ageism as types of prejudice.
9. Understand the family in sociological terms including forms of marriage, parenting and divorce.
10. Understand the functions of education, the important issues of tenure, academic freedom, credentials in higher education and the future of education.
11. Understand religion sociologically, the role of religion and the recent changes in American religion.
12. Understand the meaning of power, legitimacy and authority, and discuss the theoretical perspectives on the State.
13. Critically evaluate demographic processes in terms of fertility mortality, and migration and to understand population structure of the United States.
14. Understand the meaning and process of urban ecology, the central city, the suburbs and small towns as part of the modern metropolis.
15. Understand the various forms of collective behavior and distinguish between mob behavior, riots, social movements and crowd behavior.
Instructional Methodologies:
1. Lecture (including guest speakers)
2. Group discussion (small and large)
3. Films with class discussion
4. Discuss and review unit examinations.
Methods of Evaluation:
1. Class participation (discussion and exercises).
2. Attendance in classroom.
3. Written Mid-terms and Final Exam (The Final Essay is comprehensive).
4. Written assignments focusing on information
gathering, analysis critique and critical thinking.
Student Learning Outcomes:
1. Students will be able to analytically critique and review the concept and scope of Sociology in our society.
2. Students will be able to define the Culture, the meaning and application of culture while distinguishing between material and non material aspect of culture.
3. Students will be able to understand and differentiate the various types of interaction between monad, dyads, triads and groups in society in the evaluation of cooperation, competition, and conflict.
4. Students will be able to understand and clearly identify the functions and dysfunctions of deviance, and the application of deviance in the role of defining the social order versus civil disobedience.
Class Expectations and Procedures:
1. Attendance:
Attendance for all scheduled classes is paramount. After a student accumulates more than two absences you may be dropped from the class. You must attend class regularly. Please be on time! If you have personal business to conduct, be courteous enough to attend to it before or after class. Your fellow class members are relying on you.
2. ACADEMIC HONESTY POLICY: The college standards of academic honesty will be applied in this class. Academic dishonesty may result in an “F” on all or part of an assignment and referral to the dean. The complete policy may be found in the college catalog, the official publication addressing and guiding academic and student services policies. An electronic copy of the College Catalog is on the college website.
The instructor reserves the right to submit student assignments to www.turnitin.com to check for textural similarities between those assignments, internet sources and the Turnitin.com assignment database. Students will be required to electronically submit their written work for plagiarism checking. Assignments submitted to Turnitin.com will become part of their database and will be used only for plagiarism prevention and detection.
3. Student Services: Disability Support Services (DSS)
A student who feels he or she may need an accommodation based on the impact of a disability should contact Disability Support Services at (714) 484-7104 or visit DSS on the first floor of the Cypress College Complex, Room 100. For students who have already been determined eligible for DSS services please provide the instructor with the proper form from DSS in a timely manner, at the beginning of the semester and at least one week prior to the verified and identified need.
4. Sexual Harassment/Discrimination Policy: The North Orange County Community College District Non-Discrimination Statement is found in College Catalog.
Weekly Assignments:
Date Topics to be covered Test Readings
1-19 Course Introduction Syllabus
1-24 The Sociological Approach Chapter 1
1-26
1-31 Culture Chapter 2
2-2
2-7/9 Socialization Chapter 3
2-14 Exam # 1 Chap. 1-3
2-16/23 Social Structure and Chapter 4
Social Interaction
2-21 Holiday (No School)
2-28 Societies to Social Networks Chapter 5
3-2
3-7/ 9 Bureaucracy and Formal Chapter 6
Organizations
3-14/16 Deviance and Social Control Chapter 7
3-21 Exam # 2 Chap. 4-7
3-23/28 Social Class in the United Chapter 10
States
3-30 Sex and Gender Chapter 11
4-4
4-6/11 Race and Ethnicity Chapter 12
4-13 Exam # 3 Chap. 10-12
4-18/21 Spring Break (No School)
4-25/27 Economy Chapter 14
5-2/4 The Family Chapter 16
5-9/11 Religion Chapter 18
5-16/18 Collective Behavior Chapter 21
And Social Movements
5-18 Review for Final Exam All lectures
5-23 Final Exam 3:30-5:30 P.M. Chap. 14, 16,18, 21
Essays All chapters lectured on
during the semester.
Study Guide 101
Sociology 101
Study Guide for Exam III
Chapter #10
Terms:
- Social class
- Property, wealth, prestige
- Power
- Power Elite
- Status consistent vs. inconsistency
- Contradictory class location
Know the characteristics of:
- Capitalist, Petty Bourgeoisie, Manager, Workers
- Underclass
- Intergenerational mobility, upward mobility vs. downward mobility
- Poverty line
- Feminization of poverty
- culture of poverty
- Horatio Alger myth
Theorist:
- Karl Marx
- Max Weber
Chapter # 11
Sex and Gender:
Terms: Define the following:
- Sex
- Gender
- Patriarchy
- matriarchy
- Gender stereotyping
- What are the characteristics of
- Minority group
- Dominant group
- First wave of feminism
- Second wave of feminism
- The gender pay gap
- Glass Ceiling
- The Mommy track
- What social condition perpetuates:
- Date (acquaintance) rape
- Domestic Violence
- Women in the Criminal Justice System
Chapter # 12
Race and Ethnicity
Terms:
- Race
- Ethnicity
- Minority Group
- Dominant Group
- Discrimination
- Prejudice
- Racism
- Scapegoat
- Authoritarian Personality
- Split labor market
- Reserve labor market
- Self-fulfilling prophecy
- Compartmentalization
- Compare and Contrast the result of: Genocide, population transfer, internal colonialism, segregation, assimilation, pluralism
- Affirmation action vs. laissez faire approach
Theorist:
- Theodore Adorno
Syllabus for 292
HURS/SOC292
Office H-222J
Criminology Office Hours:
Tuesday/Thursday 11 a.m.–12:20 p.m., Monday 9 a.m.
Instructor: Virgil Adams, III MA Wednesday 9 a.m.
Email: vadams@cypresscollege.edu Also by appt.
Phone: (714)484-7000 Ext. 48220
3 units transfer credit
Prerequisite: None
Text:
Adler, Freda, Mueller, G., and Laufer, W. Criminology 6th. Edition
New York, 2007
Course Description:
This course presents a scientific analysis of the nature, extent and causes of violations of societal rules of behavior that are formally defined a crime and delinquency. The course includes an analysis of the theoretical perspectives that led to the development of criminal law and the administration of criminal justice, the patterns of criminality and delinquency, the impact of crime on social change, and the labeling, identification, characteristics and treatment of criminals ad delinquents.
Instructional Objectives:
Upon completion of this course you will be able to:
- Develop an awareness and appreciation of the complexity of defining and addressing crime and delinquency.
- Recognize the historical theoretical understanding of the development of modern criminal theory.
- Interpret the distinctions and interrelationships between personal socialization to societal norms and larger institutionalized patterns of crime and delinquency.
- Develop a sense of personal responsibility and control through an examination of historical and contemporary aspects of crime and delinquency.
- Interpret the development of different attitudes and values in American Culture regarding causes and control crime.
- Identify the historical and contemporary causes of attitudes and behaviors in the area of crime and delinquency.
Course Scope and Content:
- Crime, criminal law and criminology
- The concept of crime and criminal law.
- Definitions of crime and deviant behavior.
- The measurement of crime and its impact.
- The perception and measurement of crime.
- An overview of crime in the United States.
- Early explanations of criminal behavior and to the present.
- Research in criminology.
- Historical explanations of criminal theory.
- Biological and psychological theories of crime.
- Biological factors and crime.
- Psychological explanations of criminal behavior.
- Sociological theories of criminal behavior: social-structural approach.
- Early social-structures approaches.
- Recent developments in the social-structure approach.
- Sociological theories of criminal behavior: social-process.
- Differential Association Theory.
- Pornography and criminal behavior
- Violent crimes
- An overview of violent crimes.
- Official data on types of serious violent crimes.
- Property crimes
- Official categories of serious property crimes.
- Official categories of less property crimes.
- Crimes in the corporate world.
- The problems, extent, and impact of white-collar crime.
- Sociological analysis of white-collar crime.
- Organized crime, political crime and terrorism.
- Organized crime, political and terrorism.
- Terrorism; domestic and international
- The American system of criminal justice.
- Stages of the criminal justice system.
- Special characteristics of the criminal justice system; including, courts, corrections, and the police.
Instructional Methodologies:
- Lecture (including guest speakers)
- Group discussion and presentations (small and large).
- Video with class discussion and critiques.
- Discuss and review unit examinations.
Methods of Evaluation:
- Class participation (discussion and written exercises).
- Written Mid-terms and Final Exam (The Final Essay is comprehensive).
- Written assignments displaying methods of critique critical thinking that focus on demonstrating historical and philosophical knowledge and issues related to the problems in the field of Criminal Justice.
Class Expectations and Procedures:
1. Attendance
Attendance for all scheduled classes is paramount. After a student accumulates two absences you can be dropped from the class. You must attend class regularly. Please be on time! If you have personal business to conduct, be courteous enough to attend to it before or after class. All class members are relying on your cooperation.
2. Academic Honesty Policy
The college standards of academic honesty will be applied in this class. Academic dishonesty may result in an “F” on all or part of an assignment and referral to the dean. The complete policy may be found in the College Catalog, the official publication addressing and guiding academic and student services policies. An electronic copy of the College Catalog is on the college website.
The instructor reserves the right to submit student assignments to www.turnitin.com to check for textural similarities between those assignments, internet sources and the Turnitin.com assignment database. Students will be required to electronically submit their written work for plagiarism checking. Assignments submitted to Turnitin.com will become part of their database and will be used only for plagiarism prevention and detection.
3. Student Services: Disability Support Services
A student who feels he or she may need an accommodation based on the impact of a disability should contact Disability Support Services at (714) 484-7104 or visit DSS on the first floor of the Cypress College Complex, Room 100. For students who have already been determined eligible for DSS services please provide the instructor with the proper form from DSS in a timely manner, at the beginning of the semester and at least one week prior to the verified and identified need.
4. Sexual Harassment/Discrimination Policy
The North Orange County Community College District Non-Discrimination Statement is found in the College Catalog.
5. Student Learning Outcomes
1. Students will be able to compare and contrast the study of deviance and criminal behavior in society.
2. Students will be able to address the criminal behavior of individual in society from the biological, environmental, and/or sociological perspectives.
3. Students will be able to know the etiology of the Criminal Justice System and scientific approach to Criminal behavior.
4. Students will be able to distinguish between the causality and propensity of criminality in juveniles and adult behavior in Society.
6. Food and Beverages
Refreshments are not permitted in the classroom. (water is allowed)
7. Cell Phones:
Please turn off all devices while class is in session.
Study Guide 292
SOC 292
Study Guide for Exam I
Chapters 1,2,3,4
Chapter I: Changing Boundaries of Criminology
Key Concepts:
- What are the results of terrorism?
- What are the components of wheel of terrorism?
- What is the impact of the destruction of cultural property?
- What is Ecocide?
- Define criminology.
- Who is the father of criminology?
- Define deviance.
- Define crime.
- Compare and contrast the Consensus vs. Conflict model.
- What is the criminal justice system?
- What is the importance of the scientific method in criminology?
Chapter II: Counting Crime and Measuring Criminal Behavior
Key Concepts:
- What are the needed ingredients of crime?
- What is mens rea?
- Know the differences between a felony, misdemeanor, and infraction.
- What is replication?
- What is a random sample?
- What is the benefit of Participant vs. non-participant observation.
- What is the Uniform Crime Report?
- What is the National Crime Victimization Survey?
- What is importance of tabulating index crimes?
- What is the meaning of the “dark figure of crime”?
- What are the benefits and limitations of the UCR , NCVS and self-report studies?
Chapter III: School of Thought Throughout History
- What is the classical school?
- What is the positivist school?
- Who is Cesare Beccaria?
- What is utilitarianism?
- Who is Cesare Lambroso?
- What is phrenology?
- What is Atavism or atavista stigmata?
- What are the three body types of the Somatotype School?
- What is the impact of moral insanity on Mens Rea?
- What are the criteria that are evaluated in examining the impact of Sociological Determinism?
- Who was Emile Durkheim?
- What is anomie?
- Why is crime functional for society according to Durkheim?
Chapter IV: Explanations of Crime and Criminal Behavior
Key Concepts:
- Who was Sigmund Freud?
- What are the functions of the id, ego, and superego?
- Who is Lawrence Kolberg?
- How does moral development impact crime or criminal activity?
- What are the functions of Pre-conventional, Conventional, and Post-conventional morality.
- How does the attachment theory explain criminal behavior?
- How does social learning theory explain deviant or criminal behavior in society?
- How does the differential association theory explain criminal conduct of individual and peers?
- How does Hans Eysenck’s conditioning theory explain criminal conduct in individuals?
- What is the impact of psychoticism, extroversion, and neuroticism and cortical arousal?
- What is psychopathy or sociopathy?
- What is the relationship of IQ to criminal behavior on individuals.
ESSAY:
To be announced in class during lecture.
Study Guide 275
Soc 275 Study Guide
15, 16 & 17
Chapter 15
- What is interparent conflict?
- What is the effect of parental conflict on children in the home?
- What are the main sources of conflict in the home?
- What are situational and environmental sources of conflict?
- Know the benefits or problems associated with avoidance, ventilation and catharsis.
- Know the elements of a constructive vs. destructive arguments.
- What are the effects on the family of marital infidelity?
- What is the rate of approval in America?
- Know the elements of spouse, child, and elder abuse.
Chapter 16
- What is the divorce rate in America?
- Has the age of first marriage increased or decreased?
- Who is more likely to remarry based on initiator vs. non-initiator age, race, sex or gender?
- What are the effects of divorce on children (positive and negative)?
- What are some of the stressors in a marriage which lead to the decision to divorce?
- What are the benefits, if any, for a trial separation?
- What is no fault divorce?
- Know the elements of the following custody arrangements: sole legal, joint legal.
- What is alimony?
Chapter 17
- What is a binuclear family?
- What are the factors which lead the success or failures in remarriage?
- How does the” emotional stage” of divorce effect the potential new spouse or significant other?
- What are the effects of: finances, relationship with ex-spouses, and children on the remarriage?
- Are step-parents “legally exempt” from parental duties?
- Who are the members in a parenting coalition?
- What is the benefit of co-parenting?
- What is sibling rivalry? Is it mandatory in all families?
Essays
No fault divorce
Step parenting
Study Guide 271
HUSR 271
Study Guide for Exam III
Chapters 9, 10, 11
Chapter 9: Homicide
Key Concepts:
- What is the definition of homicide, infanticide, eldercide, patricide, matricide, intimate femicide, and genocide?
- What is the relationship between victim and alcohol in regards to homicide?
- Who is more likely commit homicide; males or female, younger or older, minority or non-minority, stranger or non-stranger?
- What is the relationship between firearms and the rate of homicide?
- What is the result of a mushroom shootings?
- How is race impacted in regards to the offender/victim relationship?
- How does victim prescription factor in the non-stranger incidents of homicide?
- What is meant by situated transactions? What are the phases of interaction in these incidents?
- What is the explanation or rationale for the routine activities/lifestyle model in regards to homicide?
- What is the explanation or rationale for the Social Learning Model in regards to homicide?
- Define Differential Association Theory.
- Define Differential Identification Theory.
Chapter 10: Victimization at Work and School
Key Concepts:
- From a routine activities perspective, explain the importance of the following three factors: a suitable target, a motivated offender, and an absence of guardians.
- What is meant by “going postal”?
- Why is it important to be “on duty” in order for the incident to be considered violence in the workplace?
- What is the likelihood that violence in the workplace will involve a male, weapon, or minority vs. non-minority?
- What is the result of incidents outside the workplace spilling onto the job?
- What are the characteristics of Type 1, Type 2, and Type 3 forms of workplace violence?
- What is the Safety and Health Act of 1970? What are the results in respect to employers and supervisors duties?
- What are the elements for establishing the following; negligent hiring, negligent retention, negligent training, negligent security, and third party lawsuits?
- What is school violence?
- Which grade levels, sex, ethnic group are more likely to have offenders of school violence?
- How prevalent is school violence compared to other forms of violence in society?
- In regards to school violence, explain the results if the following: fear, avoidance, and self-protection?
- What is sexual harassment?
- What is a hostile work environment?
- What is quid pro quo harassment?
Chapter 11: Victim Rights
Key Concepts
- What is the primary reason for the passage of the Victims Rights Amendment?
- What are the protections for victim under the Federal Victim Crime Bill of Rights?
- What is the effect of the Victim Impact Statement on the criminal justice system?
- What are the pros and cons of the dispute resolution programs?
- What is the goal of “restorative justice”?
- Which easier to access, material loss or non-material loss for victims?
ESSAY:
1.) Provide an argument for or against the importance of having Victim Impact Statements in the court proceedings.
2.) Provide a definition of Quid pro quo harassment or hostile work environment and a appropriate intervention strategy on behalf of the victim.
Reaction paper
Part I is worth 50 points
Reaction Paper
HUSR 271
Introduction to Victimology
Instructor: Virgil Adams, III MA
Format:
Double space typed, 3-5 pages typewritten only.
Subject:
1.Any topic that has been discussed during lecture regarding Victimization, including the chapters in the text not lectured on to date.
2.Discuss the aspects of Victimology in regards to the following:
a.Impact on the Victim
b.Impact on the family
c.Characteristics of perpetrators
d.Goals for counseling as a intervention strategy for this specific form of victimization.
e.Societal changes of future trends to reduce or eliminate further victimization.
Part II is worth 50 points
Personal Mission Statement
The following components should be discussed in your version of the mission statement.
1.State your chosen vocation or profession.
2.State the population you serve in the performance of your duties.
3. State the core values that will be expressed as you serve.
4.As you complete your duties, how will you know that you have been successful toward making a difference based on the outcomes of service?
The mission statement has no limitations on length, but should expres the following;
Clarity
Specificity
Completeness
Originality and Personal Application
For examples, see the links on myGateway for HUSR 271 course page.
Syllabus for 271
Office H-245
Email: vadams@cypresscollege.edu
Phone: (714) 484-7000 ext. 48220
3 units transfer credit
Prerequisite: None
Text:
Doerner, William.and Steven P. Lap, Victimology 5th. EditionAnderson Publishing Co. Ohio, 2008
Course Description
This course will provide further understanding regarding the social problem of victimization with in-depth focus on both the perpetrator and victim. Interventions will be explored including the genesis and methods of addressing specific concerns utilizing self support tools from a clinical approach.
Instructional Objectives
Upon completion of this course you will be able to:
- Identify community resources available to victims of violent and non-violent crime, and establish networks with those resources.
- Define social attitudes and behaviors towards victims.
- Demonstrate through discussion and written exercises an awareness of personal attitudes towards victims of crime including rape, incest, battering, child abuse, child sexual abuse, humiliation, betrayal and abandonment.
- Demonstrate through classroom exercises an understanding of treatment strategies for victims.
- Describe the processes of data collection, problem exploration, evaluation, and other aspects of social research.
Course Content and Scope
- Introduction to major issues involving victimization of violent and nonviolent crime.
- Historical perspective of victimization in our society.
- Philosophical perspectives and orientation on:
- societies view of the victim
- role of the perpetrator
- children as victims
- emotional abuse
- physical abuse
- sexual abuse issues
- The role of victim witness assistance programs:
- counseling the victim
- counseling the perpetrator
- counseling the family of the victim
- Students will demonstrate through written and oral exercises, their knowledge of resources for both violent and nonviolent victims of crime.
- Classroom exercises will assess the ability of each student to make appropriate referrals to community resources available to victims of a variety of violent and nonviolent crimes.
- Oral and written presentation of Research Paper in a selected area of victimology.
Instructional Methodologies:
- Lecture (including guest speakers)
- Group discussion and presentations (small and large).
- Videos with class verbal and written critical analysis.
- Discuss and review unit examinations.
- Visit to Human Service Agency and Resources.
Methods of Evaluation:
- Class participation (discussion and written exercises).
- Written Mid-terms and Final Exam (The Final is comprehensive).
- Written assignments displaying methods of critique critical thinking that focus on demonstrating historical and philosophical knowledge and issues related to the problems regarding victims violent and nonviolent crimes.
Class Expectations and Procedures
1. Attendance:
Attendance for all scheduled classes is paramount. After a student accumulates two absences you may be dropped from the class. You must attend class regularly. Please be on time!
If you have personal business to conduct, be courteous enough to attend to it before or after class. All class members are relying on your cooperation.
2. Academic Honesty Policy:
The college standards of academic honesty will be applied in this class. Academic dishonesty may result in an “F” on all or part of an assignment and referral to the dean. The complete policy may be found in the College Catalog, the official publication addressing and guiding academic and student services policies. An electronic copy of the College Catalog is on the college website. The instructor reserves the right to submit student assignments to www.turnitin.com to check for textural similarities between those assignments, Internet sources and the Turnitin.com assignment database. Students will be required to electronically submit their written work for plagiarism checking. Assignments submitted to Turnitin.com will become part of their database and will be used only for plagiarism prevention and detection.
3. Student Services: Disability Support Services
A student who feels he or she may need an accommodation based on the impact of a disability should contact Disability Support Services at (714) 484-7104 or visit DSS on the first floor of the Cypress College Complex, Room 100. For students who have already been determined eligible for DSS services please provide the instructor with the proper form from DSS in a timely manner, at the beginning of the semester and at least one week prior to the verified and identified need.
4. Sexual Harassment/Discrimination Policy
The North Orange County Community College District Nondiscrimination Statement is found in the College Catalog.
5. Emergency Procedures
In the event of a emergency and classroom or building evacuation is required, please take personal belongings with you to a clear and safe area.
6. Food and Beverages
Refreshments are not permitted in the classroom. (water is allowed)
7. Cell Phones
Please turn off all devices while class is in session. (NO EXCEPTIONS)
Study Guide 295
Study Guide for Exam II
Chapters 5-8
Chapter 5: Asian and Pacific Islanders
Key Concepts:
- What were the early experencies for the Asian immigrants?
- What is the impact of being labeled the “Model Minority”?
- Which states have the largest Asian populations currently?
- What is the importance of maintaining the native languages for this group?
- What were the Stereotypes or labels attributed to this group?
- What was the impact of being contract laborers and being in the lower social economic class?
- What aspect of their culture is lost by becoming “Americanized”?
- Who were the Nisei and the Issei?
- What was the impact or purpose of internment camps?
- What relationship did early Asian immigrants have with the government system based on their homeland experiences?
- What social functions do gangs provide for this cultures youth?
- As a result of relationship this group has with the criminal justice system crime is over reported or under reported?
Chapter 6: Middle Eastern Americans
Key Concepts:
- What is the importance of religion to this culture?
- Define:
- polytheism
- monotheism
- patriarchy
- hate crime
- xenophobia
- Authoritarian personality traits
- What is the rate of victimization for this culture?
- How is this group usually protrayed in the media?
- What are the stereotypes or labels for this group?
- What are the characteristics of the:
- Mission hate offender
- Reactive hate offender
- Extremist hate offender
- Thrill Seeking hate offender
Chapter 7: The Criminal Justice System
- What is the impact of “Education” for individuals seeking understanding of cultural diversity?
- Are Women adequately represented in law enforcement?
- What are the traits of an effective listener?
- What is proxemics?
- Methods of appropriate verbal and non verbal communication?
- What is the value of being versed in a second language for law enforcement?
- What is the purpose and goals of Community Policing?
Chapter 8: Measuring Crime
- What is the Uniform Crime Report?
- What is the National Incident Based Reporting System?
- What is the National Crime Victimization Survey?
- What are the positives and negative applications for each of the above?
Essay: To be announced in class during the review.
Syllabus for 295
HURS 295 Ofc. 222J
Cross-Cultural Criminology
Instructor: Virgil Adams, III MA
Email: vadams@cypresscollege.edu
Phone: (714) 484-7000 ext. 48220
3 units transfer credit
Prerequisite: None
Text:
Tarver Marsha, Walker Steve, Wallace Harvey, Multi-cultural Issues in Criminal Justice
Massachusetts Allyn and Bacon 2002
Course Description
This course will provide students with the opportunity to explore cross-cultural customs and traditions from a criminal justice perspective. Specific cultures represented in significant numbers within the United States will be explored. In this course students will gather knowledge and gain an appreciation for the cross-cultural aspects within the field of criminal justice.
Instructional Objectives
Upon completion of this course you will be able to:
- Demonstrate an in depth understanding of cultures explored from criminal perspective.
- Demonstrate knowledge of cross-cultural scholarship and its implications toward the future of criminal justice.
- Demonstrate familiarity with other cultural perspectives that dictate behaviors that stem from custom and traditions that are different from their own.
Course Content and Scope
- Cultural stereotypes that impede effective communication and correct perceptions involving various races and ethnicities.
- African American
- Latino/Hispanic
- Asian
- Native American
- Culture clashes and the criminal justice system
- Warrior culture: Samoa, Tonga, Figi
- Retribution a common practice (justice outside of the courts.)
- Tributes given for wrongs done (justice outside the courts)
- Folk-justice; elements of vigilantism
- Collectivism cultures that are highly exclusionary
- Often mistrusting of outsiders, including law enforcement.
- Warrior culture: Samoa, Tonga, Figi
- Child care practices:
- Corporal punishment as a custom.
- Teens (non adults) caring for siblings.
- Holistic/Homeopathic healing interventions
- In direct contrast to western medical practices
- Possibly viewed as not only unorthodox, but also unlawful.
- In direct contrast to western medical practices
- Understanding non-verbal communication across cultures:
- To assist in facilitating dialogue when managing hostile situation (domestic conflicts, hostage situations, crowd control)
- Understanding variations in kinesics
- nonverbal, non-vocalic communication involving mannerisms, gestured and expressions.
- The gregarious vs. The stoic display
- Understanding variations in proxemics
- The passage of time perceived in differently across cultures.
- Understanding variations in hap tics:
- Belief systems such as religion that influences behavior.
- Fatalism vs. Determinism
- The importance of attaining and maintaining cross-cultural knowledge from a police community relations standpoint.
- Evidence suggests that much civil unrest in the last thirty-five years stemmed from across cross cultural ignorance.
- Understanding the collectivistic perspective within cultures will enhance law enforcement effectiveness when dealing with large families or crowds.
- Future prospects for law enforcement when engaged in proactive Cross cultural practices.
- Less civil unrest
- As nurturing environment for citizens
- Peace and harmony within the global village.
Instructional Methodologies
- Lecture (including guest speakers)
- Group discussion and presentations (small and large).
- Video with class discussion and critiques.
- Discuss and review unit examinations.
Methods of Evaluation
- Class participation (discussion and written exercises).
- Written Mid-terms and Final Exam (The Final Essay is comprehensive).
- Written assignments displaying methods of critique critical thinking that focus on demonstrating historical and philosophical knowledge and issues related to the problems in the field of Criminal Justice.
Class Expectations and Procedures
1. Attendance:
Attendance for all scheduled classes is paramount. After a student accumulates two absences you can be dropped from the class. You must attend class regularly. Please be on time! If you have personal business to conduct, be courteous enough to attend to it before or after class. All class members are relying on your cooperation.
2. Academic Honesty Policy:
The college standards of academic honesty will be applied in this class. Academic dishonesty may result in an “F” on all or part of an assignment and referral to the dean. The complete policy may be found in the College Catalog, the official publication addressing and guiding academic and student services policies. An electronic copy of the College Catalog is on the college website.
The instructor reserves the right to submit student assignments to www.turnitin.com to check for textural similarities between those assignments, Internet sources and the Turnitin.com assignment database. Students will be required to electronically submit their written work for plagiarism checking. Assignments submitted to Turnitin.com will become part of their database and will be used only for plagiarism prevention and detection.
3. Student Services: Disability Support Services
A student who feels he or she may need an accommodation based on the impact of a disability should contact Disability Support Services at (714) 484-7104 or visit DSS on the first floor of the Cypress College Complex, Room 100. For students who have already been determined eligible for DSS services please provide the instructor with the proper form from DSS in a timely manner, at the beginning of the semester and at least one week prior to the verified and identified need.
4. Sexual Harassment/Discrimination Policy
The North Orange County Community College District Non-Discrimination Statement is found in the college catalog.
5. Emergency Procedures
In the event of a emergency and classroom or building evacuation is required, please take personal belongings with you to a clear and safe area.
6. Food and Beverages
Refreshments are not permitted in the classroom. (water is allowed)
7. Cell Phones:
Please turn off all devices while class is in session. (NO EXCEPTIONS)
HUSR 294 Term Paper Assignment
HUSR 294 Careers in Criminal Justice
Please address the following questions using A.P.A. format within 3-5 typewritten pages.
- What is your career vocation?
- Why did you choose this vocation?
- What are the basic requirements for employment?
- What population will you serve? Be specific!
- How is this vocation designed to improve or better society?
- What special training or characteristics are needed to be effective in this position? Why are they needed? Be specific as to what benefit or contribution these skills provide.
- What are the current salary benefits, or expected salary benefits for this vocation?
- What are the current challenges or needed improvements required in this vacation, i.e. technology, training, funding, public awareness or support, etc?
- What is the future trends facing this vocation based on the current or projected demands within society for the 21st. century?
Syllabus for 294
HURS 294 Careers in Criminal Justice
Instructor: Virgil Adams, III MA
Email: vadams@cypresscollege.edu
Phone: (714 )484-7000 ext. 48220
3 units transfer credit
Prerequisite: None
Text:
Stephens Jr., W. Richard Careers in Criminal Justice
Massachusetts Allyn and Bacon 2001
Course Description
This course will students with the opportunity to explore in-depth the breadth and scope of career opportunities in the field of criminal justice. Specific careers will be explored through guest speakers, field trips, on site observations and mentoring opportunities. Students will gather knowledge and gain an appreciation for the criminal justice field as a result of this course.
Instructional Objectives
Upon completion of this course you will be able to:
- Demonstrate an in depth understanding of required qualifications of specific professional and vocational careers within the criminal justice system.
- Demonstrate knowledge and appreciation of mentoring and internships for positions available in criminal justice system.
- Demonstrate familiarity with the duties, responsibilities and scope of training necessary to meet the minimum qualifications for numerous careers in the criminal justice system.
Course Content and Scope
- Topics
- The importance of networking, mentoring, and internships in criminal justice.
- The use of the internet as an aid to discover employment trends, opportunities, and pathways in the 21st. Century.
- Evaluation of prospective employment agencies to determine appropriate methods for appraisal of qualifications, responsibilities, and duties performed within specific careers.
- Critical critique and evaluation of students’ assessment of an on-site visit relating to a individual career in the criminal justice system.
- Written assignments
- Chapter critique reports and evaluation.
- Resume submitted towards a specific Career.
- Reaction paper (3-5 pages double spaced)
- Oral assignments
- Class participation and evaluation of guest presentations.
- Oral feedback and evaluation of results on internet research of a criminal justice vocation/profession.
Instructional Methodologies
- Lecture and handouts in class.
- Group discussion and presentations (small and large).
- Video with class discussion and critiques.
- Discuss and review unit examinations.
- Internet research assignment.
- Guest lectures
Methods of Evaluation
- Class participation (discussion and written exercises).
- Chapter critique reports and Final Project
- Written assignments displaying methods of critique critical evaluation that focus on demonstrating historical, practical and philosophical knowledge and issues related to the careers in criminal justice system.
- Class attendance, participation and appraisal of in class discussions and guest speaker presentations to demonstrate knowledge and understanding of specific careers in the criminal justice system.
Class Expectations and Procedures
1. Attendance:
Attendance for all scheduled classes is paramount. After a student accumulates two absences you can be dropped from the class. You must attend class regularly. Please be on time! If you have personal business to conduct, be courteous enough to attend to it before or after class. All class members are relying on your cooperation.
2. Academic Honesty Policy:
It is expected that you do your own work, both during assignments and at the time of testing. Plagiarism is not allowed under any circumstances. Make sure that you understand all assignments and develop your own ideas using your own words.
3. Student Services
Students with verified disabilities requiring accommodation should make specific known to the instructor in a timely manner, preferably at the beginning of the semester or at least one prior to the identified need.
4. Emergency Procedures:
In the event of a emergency and classroom or building evacuation is required, please take personal belongings with you to a clear and safe area.
5. Food and Beverages:
Refreshments are not permitted in the classroom. (water is allowed)
6. Cell Phones:
Please turn off all devices while class is in session. The use of cell phones during class will result in exclusion from this course.