Criminal Justice, School, And Workplace Violence
Select one of the following scenarios to complete this assignment.
Scenario 1: Correctional Facilities Violence
You have been asked by the governor to present information on violence in correctional facilities to the board of corrections.
Scenario 2: School Violence
You have been asked by your local school board to present information on school violence and harassment.
Scenario 3: Workplace Violence
As head of security at your company, you have been asked to present information on workplace violence and harassment.
Create an 8- to 10-slide Microsoft® PowerPoint® presentation, including speaker notes, in which you:
Identify warning signs that lead to violence.
Describe which preventive measures, including security precautions, could be put into place to protect the population from violence, harassment, and crimes.
Identify help or counseling programs for those impacted by violence.
Discuss whether help or counseling programs should also be made available to family members of those affected by violence. Where and for how long should these programs be made available?
Determine if there are preventive steps for combating violence in other institutions that can be applied to prevent violence. Why or why not?
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Grading Rubric for Writing Assignment
Your professor may use a slightly different rubric, but the standard rubric at AUR will assess your writing according to the following standards:
|A (4)||B (3)||C (2)||D/F (1/0)|
|Focus: Purpose||Purpose is clear||Shows awareness of purpose||Shows limited awareness of purpose||No awareness|
|Main idea||Clearly presents a||There is a main idea||Vague sense of a||No main idea|
|main idea and||supported throughout||main idea, weakly|
|supports it||most of the paper.||supported|
|throughout the||throughout the|
|Organization:||Well-planned and||Good overall||There is a sense of||No sense of|
|Overall||well-thought out.||organization, includes||organization,||organization|
|Includes title,||the main||although some of the|
|introduction,||organizational tools.||organizational tools|
|statement of main||are used weakly or|
|idea, transitions and||Missing|
|Organization:||All paragraphs have||Most paragraphs have||Some paragraphs||Para. lack clear ideas|
|Paragraphs||clear ideas, are||clear ideas, are||have clear ideas,|
|supported with||supported with some||support from|
|examples and have||examples and have||examples may be|
|smooth transitions.||transitions.||missing and|
|transitions are weak.|
|Content||Exceptionally well-||Well-presented and||Content is sound and||Content is not sound|
|presented and||argued; ideas are||solid; ideas are|
|argued; ideas are||detailed, developed||present but not|
|detailed, well-||and supported with||particularly|
|developed,||evidence and details,||developed or|
|supported with||mostly specific.||supported; some|
|specific evidence &||evidence, but|
|facts, as well as||usually of a|
|examples and||generalized nature.|
|Research (if||Sources are||Sources are well||Sources support||The paper does not|
|assignment||exceptionally well-||integrated and||some claims made in||use adequate|
|includes a||integrated and they||support the paper’s||the paper, but might||research or if it does,|
|research||support claims||claims. There may be||not be integrated||the sources are not|
|component)||argued in the paper||occasional errors, but||well within the||integrated well.|
|very effectively.||the sources and||paper’s argument.||They are not cited|
|Quotations and||Works Cited conform||There may be a few||correctly according|
|Works Cited||to MLA style sheet.||errors in MLA||to MLA style, nor|
|conform to MLA||style..||listed correctly on|
|style sheet.||the Works Cited|
|Style: Sentence||Sentences are clear||Sentences are clear||Sentences are||Sentences aren’t|
|structure||and varied in||but may lack||generally clear but||clear|
|pattern, from simple||variation; a few may||may have awkward|
|to complex, with||be awkward and there||structure or unclear|
|excellent use of||may be a few||content; there may|
|punctuation.||punctuation errors.||be patterns of|
|Style: Word||There is clear use of||There is an attempt at||There is little||No attempt at style|
|choice, Tone||a personal and||a personal style but||attempt at style;|
|unique style of||style of writing may||reads as flat and|
|writing, suited to||be awkward or||perhaps|
|audience and||unsuited to audience||uninteresting in|
|purpose; the paper||and purpose; the||content, which is|
|holds the reader’s||reader may lose||usually generalized|
|interest with ease.||interest in some||and clichéd.|
|sections of the paper.|
|Style: Details||Large amounts of||Some use of specific||Little use of specific||No use of examples|
|and Examples||specific examples||examples and||examples and|
|and detailed||detailed descriptions.||details; mostly|
|descriptions.||May have extended||generalized|
|examples that go on||examples and little|
|for too long.||description.|
|Grammar &||Excellent grammar,||A few errors in||Shows a pattern of||Continuous errors|
|Mechanics||spelling, syntax and||grammar, spelling,||errors in spelling,|
|punctuation.||syntax and||grammar, syntax|
|punctuation, but not||and/or punctuation.|
|many.||Could also be a sign|
|of lack of proof-|