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Principles of Criminal Justice

CRJ 281

STUDENT GUIDE

BSJ

College of Adult Professional Studies

Written by Bruce A. Stuard , JD, MPA for

Indiana Wesleyan University

College of Adult and Professional Studies

( 1/15/09

TABLE OF CONTENTS

INFORMATION

IWU Address 1

IWU Phone Numbers 1

IWU Fax Numbers 1

IWU Web links 1

Library Reference Help 1

Spirit Care/Chaplaincy Program 2

INTRODUCTION

Course Description 3

Course Overview 3

Course Objectives 3

Course Outline 4

IWU Mission Statement 5

Vision for Indiana Wesleyan University 5

Ten Across 6

COURSE RESOURCES

Required Student Resources 8

Online Resources 8

Life Application Study Bible 8

MEANS OF ASSESSMENT

Summary of Assignments and Weights 10

Official Grading Scale 10

A Note on Project Team Grades 10

A Word About Grades 11

Undergraduate Letter Grade Equivalencies 11

WORKSHOP ONE

Biblical Wisdom 12

Workshop One Objectives 12

Workshop One Assignments 12

WORKSHOP TWO

Biblical Wisdom 14

Workshop Objectives 14

Workshop Two Assignments 14

Guidelines for writing papers 15

WORKSHOP THREE

Biblical Wisdom 27

Workshop Objectives 27

Workshop Two Assignments 28

WORKSHOP FOUR

Biblical Wisdom 29

Workshop Objectives 29

Workshop Two Assignments 30

WORKSHOP FIVE

Biblical Wisdom 31

Workshop Objectives 31

Workshop Two Assignments 32

WORKSHOP SIX

Biblical Wisdom 33

Workshop Objectives 33

Workshop Two Assignments 34

WORKSHOP SEVEN

Biblical Wisdom 36

Workshop Objectives 36

Workshop Two Assignments 37

WORKSHOP EIGHT

Biblical Wisdom 38

Workshop Objectives 38

Workshop Two Assignments 39

INFORMATION

IWU ADDRESS

Indiana Wesleyan University

1900 W. 50th St.

Marion, IN 46953

IWU PHONE NUMBERS

Library 1-800-521-1848

APS 1-800-621-8667

Student Services Ext. 2359

Academics Ext. 2584

Electives Ext. 2343

Textbook & Resource

Distribution Ext. 2854

Financial Aid Ext. 2516

IWU FAX NUMBERS

Student Services 1-765-677-2380

Academics 1-765-677-2023

Electives 1-765-677-2023

Textbook & Resource Distribution 1-765-677-2650

Financial Aid 1-765-677-2030

Library 1-765-677-2767

IWU WEB LINKS

APS Bulletin

End of Course Survey

APA Guide

Library

Electives

FOR LIBRARY REFERENCE HELP:

1-800-521-1848



ADDITIONAL PROGRAM INFORMATION

Spirit Care/Chaplaincy Program

As a Christian University, IWU is committed to the development of the complete person and desires to offer supportive opportunities for personal enrichment and growth. The Spiritcare Program was created to support these specific goals. Through the services of a Spiritcare Chaplain, students can have direct contact with a local pastor who can help meet their special needs.

A chaplain will be assigned to each CAPS core group.

INTRODUCTION

COURSE DESCRIPTION

This course will provide both an overview of criminal justice and a focus on group interaction skills and the management of individual and professional priorities. Some of the areas covered will include behavioral style analysis, communication processes within groups, goal setting, prioritizing, and time-management. The overview of criminal justice will include a focus on Corrections, Criminology, Policing, Crisis Intervention, and Criminal Procedure.

COURSE OVERVIEW

Principles of Criminal Justice may be one of the most important classes you take during your degree program. It is an important course because you are here to begin your bachelor degree program that will be a foundation for future personal and professional development. Important also because we at Indiana Wesleyan University feel it is vital that you get your educational program off to a positive start with a good understanding of the University, your degree program, and your own personal style and preferences for personal interaction.

This course is designed to assist adult learners in returning to the educational setting. It is designed to help you gain skills and abilities that will prove useful as your career and education progress. The topics covered provide ideas and action steps for developing positive methods of interacting with individuals you will come in contact with during your professional life.

COURSE OBJECTIVES

After completing the course, students should:

• Be able to describe the format, features, polices, and procedures of the Indiana Wesleyan University APS Program;

• Be able to discuss the importance of self-management as a key element of personal and professional success;

• Develop communication skills that are essential to successful completion of the APS Program;

• Be able to explain the basic elements of group dynamics and the importance of teamwork as they relate to participation in the APS Program;

• Understand issues affecting the professionalism of policing in America;

• Be able to identify the basic concepts of criminology;

• Understand the basic constitutional safeguards provided defendants and restrictions on official state action in the United States;

• Be able to identify and understand correctional systems and correctional functions;

• Understand the grief process.

COURSE OUTLINE

Workshop One Workshop Five

Orientation Goals and Values

Introductions Personal Learning Styles

Personal Profile Instrument Ch. 7: Policing: Legal Aspects

Behavioral Patterns Ch. 10: Pretrial Activity and Trial

Personal Style

Workshop Two Workshop Six

Interpersonal Relations Group Presentations

Writing Style Ch 12: Probation, Parole and C.C.

Information Sources Ch. 13: Prisons and Jails

Information Sources Ch. 14: Prison Life

Ch 1: What is Criminal Justice

Ch. 4: Criminal Law

Workshop Three Workshop Seven

Group Problem Solving Ch. 16: Drugs and Crime

Developing Character Ch. 17: Terrorism and

Ch. 2: The Crime Picture Multinational Criminal Justice

Ch. 3: The Search for Causes Ch. 18: The Future of Crim. Justice

Workshop Four Workshop Eight

Time Management Small Groups and Teamwork

Time Mastery Project Teams

Ch. 5: Policing: History and Structure Class Representative

Ch. 6: Policing: Purpose and Organization End of Course Summary

Ch. 8: Policing: Issues and Challenges

INDIANA WESLEYAN UNIVERSITY MISSION STATEMENT

Indiana Wesleyan University is a Christ-centered academic community committed to changing the world by developing students in character, scholarship, and leadership.

VISION FOR INDIANA WESLEYAN UNIVERSITY

Indiana Wesleyan University will prepare each student to become a world changer. We will accomplish this by drawing students into an integrated experience of intellectual challenge, spiritual growth, and leadership development. Thus we will:

call students to Christian character;

expect academic excellence;

equip them for success in their vocations;

mentor them in leadership; and prepare them for service.

ACADEMIC HONESTY STATEMENT

Cheating is defined in IWU’s APS Bulletin (see link below) as: “…submitting work for academic evaluation that is not the student’s own, copying answers from another student during an examination, using prepared notes or materials during an examination, or other misrepresentation of academic achievement submitted for evaluation and a grade” (P. 16).

Students must understand the difference between cheating and collaboration. There are many instances in which students are directed or permitted to collaborate with, or assist, one another on certain assignments.  The product of these efforts is not cheating.  Neither is it cheating to ask another student for assistance in understanding how to solve a problem or to understand a course concept, and to use that information to independently complete and submit the required assignment.  It is cheating to copy the work of another student and to submit it under the pretext of having been independently produced.

Plagiarism is defined in the APS Bulletin (see link below) as: “To plagiarize is to include someone else’s writing, information, or idea in a paper and fail to acknowledge what you took by indicating whose work it is” (p. 16).

Plagiarism is considered cheating and applies to all forms of intellectual property. The Prentice Hall Reference Guide (2006) indicates “Plagiarism results when a writer fails to document a source so that the words and ideas of someone else are presented as the writer’s own work” (p. 292). According to the Publication Manual of the American Psychological Association (2001), which is also referred to as APA, “Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you will need to credit the source in the text” (p. 349). Even when you use other people’s thoughts or concepts without crediting them as the source then you have stolen their intellectual work.

It is not plagiarism to quote material from a book, article, or web site as long as the author or source of the material is properly cited.  Similarly, it is not plagiarism to copy a chart or a diagram from such a source, as long as the source is clearly credited.  It is plagiarism to copy verbatim or closely paraphrase a chart or illustration, or material from any book, article, or web site without clearly identifying the source from which it was obtained.

A general rule of thumb for course assignments: quoted or paraphrased material with cited references should not exceed 25% of an assignment; 75% of an assignment should consist of your own words, thoughts, and ideas. You are expected to give credit when borrowing, quoting, or paraphrasing, using appropriate in-text citations and a Reference List.

At the discretion of the university and/or your facilitators, students may be required to submit assignments electronically as a Word document, which may be electronically scanned to detect plagiarism.

For further information on IWU’s Honesty/Cheating Policy, visit this site:



References

Harris, M. (2006). Prentice Hall Reference Guide, 6th ed. Upper Saddle River, NJ: Pearson Prentice Hall.

Publication Manual of the American Psychological Association, 5th ed. (2001). Washington, DC: American Psychological Association.

TEN ACROSS

One of the unique benefits we have with the APS curriculum is its lock-step nature. Students enrolled in a core program must take courses in a particular order. Classes are presented in a structured sequence that allows the curriculum to emphasize selected knowledge, skills, attitudes and values throughout the entire curriculum and not simply within individual courses.

The key question which constantly confronts the curriculum in our rapidly changing society is "What educational qualities will allow an individual to succeed and thrive in the unfolding future?" In reviewing literature on the subject and our own institutional distinctives, ten skills rise to the top. These skills we have titled "Ten Across." More than anything else, these are the skills Indiana Wesleyan University seeks to enhance across the curriculum of each of our APS degree programs. They are as follows:

1. The ability to see things from the perspective of a Christian Worldview.

2. Skill in ethical thought and action.

3. Values and skills necessary for lifelong learning.

4. The ability to read complex materials with comprehension.

5. Skill in thinking critically concerning ideas and performance (i.e. reflective practice).

6. Skill in problem solving and decision-making.

7. The ability to communicate effectively through writing.

8. The ability to communicate effectively orally.

9. The ability to find needed information (sometimes called information literacy).

10. The ability to work effectively in teams.

You as a student need to be aware of these ten items. When you read through course objectives, you should automatically add the Ten Across. When you write papers, give presentations, do research or discuss case studies, remember that your instructor will be looking for skill development in these ten areas in addition to the specific course objectives.

COURSE RESOURCES

REQUIRED STUDENT RESOURCES

Baker, L., & Douglas, M. (1993). The time mastery profile. Minneapolis, MN: Carlson

Learning Company.

Barton, B.B. et al. (Ed.) (2005). Life application study bible: new international version. Wheaton,IL: Tyndale House Publishers, Inc.

* This Bible is required in most Religion electives; please keep.

Geier, J. (1990). Personal profile system. Minneapolis, MN: Carlson Learning Company.

Harris, M. (2006). Prentice Hall reference guide to grammar and usage (6th ed.). Upper

Saddle River, NJ: Prentice Hall

You will use this guide throughout your program; please keep.

Indiana Wesleyan University. Adult and professional studies bulletin.

Indiana Wesleyan University. Off campus library services library resource guide.

Katzenbach, J. R., & Smith, D. K. (1993). The discipline of teams. Harvard Business

Review, 111-120.

Schmalleger, F (2009). Criminal Justice Today: An introductory text for the Twenty-

First Century (10th ed.). Upper Saddle River, NJ: Prentice Hall

ONLINE RESOURCES

Prentice Hall Reference Guide Custom Companion Website:



LIFE APPLICATION STUDY BIBLE (NIV):

The New International Version Life Application Bible will be used in all Bible and most Religion electives in the College of Adult and Professional Studies at Indiana Wesleyan University. In order to graduate from Indiana Wesleyan University, each student needs six (6) credits in Bible and Religion/Philosophy, with at least three (3) credits of the six (6) required in a course with a BIL prefix.

The courses that count toward your BIL requirement include the following:

• BIL 101 Old Testament Survey

• BIL 102 New Testament Survey

• BIL 120 Themes in Biblical Literature

• BIL 201 Methods in Bible Study

• BIL 231 Biblical Archaeology

The courses that count toward your BIL/PHL/REL requirement include both those listed above and:

• PHL 282 Ethics

• PHL 283 Philosophy and Christian Thought

• REL 225 American Religious Issues

• REL 228 Defending the Faith

MEANS OF ASSESSMENT

SUMMARY OF ASSIGNMENTS AND WEIGHTS

|Assignment |Points |Due |

|Attendance |320 |WS 1—WS 8 |

|Disc Paper |90 |WS 2 |

|Home town Crime Paper |125 |WS 5 |

|Library Assignment |20 |WS 6 |

|Success Plan Paper |100 |WS 8 |

|Weekly Small Projects |245 |WS 2 – WS 8 |

|Class Participation |100 |WS 1- WS 8 |

|End of Course Survey |15 |WS 8 |

OFFICIAL GRADING SCALE

A 4.0 95% – 100%

A- 3.7 92% – 94.99%

B+ 3.3 89% – 91.99%

B 3.0 85% – 88.99%

B- 2.7 82% – 84.99%

C+ 2.3 79% – 81.99%

C 2.0 75% – 78.99%

C- 1.7 72% – 74.99%

D+ 1.3 69% – 71.99%

D 1.0 65% – 68.99%

F 0.0 0% – 64.99%

Note: Project Team Grades

Experienced instructors recognize that all groups are composed of members with different strengths and weaknesses. There are, however, occasions where one or more members of the group can seriously jeopardize the group grade on an assignment. In such cases it is the University’s desire that instructors take into account extenuating circumstances when assigning grades to individuals on group projects. The high performing student should not be penalized nor the purposefully underachieving student profit from such situations

A WORD ABOUT GRADES

The whole purpose of grading in education is to give feedback concerning the accomplishment of course goals. The feedback is of interest to a variety of parties. First, the university needs to have some assessment of how well a particular individual or group is accomplishing the objectives of a course. It also would like a sense of how well the chosen instructional design is working. Second, employers and others outside the institution often use grades as an indicator of knowledge gained of a particular subject. Finally, students find grades useful to help them assess their own progress in learning a subject.

Of course, the best judge of personal educational progress is you, the learner. Grades are simply one external indicator of the extent of learning with respect to particular course objectives. They are not meant to be interpreted as indicators of intelligence, ability or individual worth.

Indiana Wesleyan University does strive to assign grades as fairly as possible. In order to foster a degree of uniformity between faculty members and to help students understand our definition of each grade, the following descriptions have been established.

UNDERGRADUATE LETTER GRADE EQUIVALENCIES

A = Clearly stands out as excellent performance. Has unusually sharp insights into material and initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned form this and other disciplines. Anticipates next steps in progression of ideas.

Example: “A” work should be of such nature that it could be put on reserve for all students to review and emulate. The “A” student is, in fact, an example for others to follow.

B = Demonstrates a solid comprehension of the subject matter and always accomplishes all course requirements. Serves as an active participant and listener. Communicates orally and in writing at an acceptable level for an undergraduate. Work shows intuition and creativity.

Example: “B” work indicates good quality of performance and is given in recognition for solid work; a “B” should be considered a good grade and awarded to those who submit assignments of quality less than the exemplary work described above.

C = Quality and quantity of work in and out of class is average. Has marginal comprehension, communication skills, or initiative. Requirements of the assignments are addressed at least minimally.

D = Quality and quantity of work is below average. Elements of the assigned work may be missing or unsatisfactory.

F = Quality and quantity of work in and out of class is unacceptable for an undergraduate student. Example: This work does not qualify the student to progress to a more advanced level of work.

WORKSHOP ONE

Personal Awareness

BIBLICAL WISDOM

Jeremiah 29:11 (The Message)

“For I know the plans I have for you,” declares the LORD, “plans to prosper you and not to harm you, plans to give you hope and a future.”

Romans 15:7 (The Message)

“Accept one another, then, just as Christ accepted you, in order to bring praise to God.”

WORKSHOP ONE OBJECTIVES

By the end of this workshop, students should be able to:

1. Describe the essential features of Indiana Wesleyan University in general and also the CAPS Program.

2. Identify the overall curricular goals of the CAPS Program.

3. Introduce themselves to other members of the class.

4. Discuss the concept of needs motivated behavior.

5. Describe the distinctions of the four behavioral-style patterns.

6. Identify their own behavioral styles and explore ways in which the strengths and weaknesses of their styles impact effective self-management.

WORKSHOP ONE ASSIGNMENTS

There are no assignments to be completed prior to Workshop One.

WORKSHOP TWO

Research on the Individual

Introduction to Criminal Justice

BIBLICAL WISDOM

Proverbs 3:3-4

Let love and faithfulness never leave you; bind them around your neck, write them on the tablet of your heart. Then you will win favor and a good name in the sight of God and man.

WORKSHOP OBJECTIVES

At the completion of the workshop, the participant should be able to:

1. Explain how behavioral styles impact interpersonal relationships.

2. State the general writing style expectations of the APS Program.

3. Identify information sources and know how to access them.

4. Compare the major competing themes in criminal justice, individual rights and societal safety.

5. Discuss the nature of the rule of law, and describe its purpose in Western democracies.

WORKSHOP ASSIGNMENTS

The following assignments should be completed prior to this workshop:

Individual Assignments

1. Distribute the colored DiSC behavioral style cards to 10 co-workers or associates and document their perceptions of your style by their rank ordering of the traits most characteristic of you. Using this information and the insights gained through completion of the Personal Profile instrument, write a 2-3 page paper exploring the following issues:

• What is your behavioral style according to the Personal Profile instrument? Provide specific examples of experiences you have had that support the results of the profile and briefly outline the areas in which you most agree with the descriptions of your style. What are your strengths and weaknesses?

• Summarize the results of the co-worker survey and discuss how the results of the survey correlate with the results of the Personal Profile completed during Workshop One.

• Explore the impact of these insights on your effectiveness in relating with others in the work place. What strategies might you use to be more effective? How does an understanding of others' behavior help you communicate and accomplish tasks?

2. Read “The Discipline of Teams” article.

3. Read “Guidelines for Writing Papers” included in the Student Guide.

4. Review Prentice Hall Reference Guide to Grammar and Usage and become familiar with its contents.

5. Read chapters one and four of Criminal Justice Today.

6. View an episode of “Law and Order.”

Project Team Assignment

There are no assignments to be completed prior to Workshop Two.

GUIDELINES FOR WRITING PAPERS

These guidelines are intended to provide a consistent format that will make presentation of papers throughout the courses of the APS Program more manageable for both faculty and students. While each class assignment will vary and have specific objectives and specifications for length and depth, these general guidelines can be applied to all written assignments.

The Prentice Hall Reference Guide to Grammar and Usage is provided as a reference for specific style questions, detailed information concerning the mechanics of writing, and examples of reference citations. Please familiarize yourself with the manual.

CONTENT AND ORGANIZATION

Content and organization are the most critical elements of any written presentation. Clarity, conciseness and cohesion are cardinal principles to follow when writing a paper. The following suggestions are provided to help APS students produce an effective written project.

Begin with careful subject selection. In some classes, the subject of the paper will be predetermined; in others, the choice will be left to the individual student or to the project team. A topic that is of interest to the student and that can be adequately addressed within the limits of the paper will result in the best final product.

Determine the purpose of the paper and prepare a statement expressing the main theme. This will help guide the research process and keep the work on track.

Gather the information necessary to develop the project. Build a working bibliography and take notes carefully.

Avoid plagiarism. “To borrow another’s words and ideas without proper acknowledgment is a form of dishonesty known as plagiarism” (Hacker 83). For more detailed information on this subject, refer to pages 83-89 of the manual.

Outlines are an important step between gathering the information and developing conclusions for the final presentation. Keep in mind the method selected for developing the ideas in the paper and the purpose of the paper (i.e., to define, describe, classify or analyze). Strive for a logical flow of ideas.

Write a draft. Attempt to follow the outline, then revise, eliminate, or add to improve the fluency and coherence of the paper.

Finalize and proof carefully. Clarity, readability, quality content, effective organization of ideas and a good command of the English language are all critical to a professional and academically acceptable paper.

FORMAT OF THE PAPER (PRESENTATION)

The following presentation guidelines apply to any written assignment in the APS Program unless otherwise directed by the course instructor:

Paper. Use a good quality paper - bond or the best possible for computer printout (preferably laser cut). Do not use onionskin or erasable paper because these papers do not withstand handling.

Type element. Some variability in type element is allowed, although very unusual or “showy” elements should be avoided. The type must be dark, clear, and readable. In word processing, dot matrix is allowed, but it should be high resolution. A carbon ribbon is preferable, although a new cloth ribbon will produce clean, crisp copy also. Similarly, check to assure clean and full inkjets or toner cartridges as appropriate.

Spacing. Double space between all lines of the manuscript.

Appropriate font size: a font size of 10 (elite) or 12 (pica) is expected in most cases. Anything larger or smaller than this is strongly discouraged.

Margins. Leave uniform margins of 1 inch on all sides of every page.

Pagination. Number each page of the manuscript with Arabic numerals consecutively, beginning with the first page of the text through references and appendices. Do not add extras like “Page” or dashes. Page numbers may be placed in the upper right hand corner of the page, or centered at the bottom of the page. Consistency is the key.

Paragraphs and Indentations. Indent the first line of each paragraph five spaces.

Title page. Title pages should accompany all papers submitted in the APS Program. Include the following information:

• Title of the paper

• Your name

• Class (group) number

• Course name

• Date

• Instructor (optional

Clarity. Papers should be written in Standard English, free of cliché, slang, or jargon.

Corrections and Proofreading. Keep corrections to a minimum. With word processing, they should not be necessary. If typing a paper, use correction tape or fluid to cover or lift off an error. Retype the page if many corrections are necessary. Typographical errors are unacceptable. PROOFREAD CAREFULLY.

Binding. Staple the pages of the paper securely. Do not use clips or plastic binders.

REFERENCES

The APA style is the preferred format for documenting references. All references consulted in preparing the written project should be documented at the end of the paper in a Reference section.

The Reference list should be arranged in alphabetical order by author’s last name and begin on a separate page. Center the title of the list one inch from the top of the page. Each entry should begin at the left margin with any additional lines in the entry indented five spaces from the left margin. Be sure to double space throughout.

An entry in the Works Cited list should contain three main divisions: author, title, and publication information, each followed by a period and two spaces. For example:

Kotler, Philip. Marketing Management: Analysis Planning, Implementation and

Control. 7th ed. Englewood Cliffs: Prentice, 1993.

Reference citations within the text. The source of quotes, references, information or ideas used in a written project must be acknowledged. When making specific reference to a resource within the text of a paper, document the source by noting the author’s last name and the page number on which the specific reference or quote is found, enclosed in parenthesis ( ) at the end of the sentence. Alternatively, if the author is acknowledged in the text, note the page number in parenthesis only. Full reference information will be listed in the Works Cited section. For example, a citation in the text might read as follows:

"Effective product development requires closer teamwork among design, manufacturing, and marketing from the beginning" (Kotler 411).

or:

Kotler suggests that improved teamwork among design, manufacturing, and marketing is required for effective product development (411).

The APA style is also acceptable and may be required in some courses. Refer to the Prentice Hall Reference Guide to Grammar and Usage for more information on both the MLA and APA styles.

ADDITIONAL INFORMATION

Appendices. An appendix contains detailed information that, if included in the body of the paper, would be cumbersome or distracting to the reader. Each appendix should begin on a separate page, with the title centered and the text double-spaced. If there are multiple appendices to be included with the paper, they should be identified as Appendix A, Appendix B, etc.

Tables and Figures. Tables and illustrations are helpful in presenting quantitative data or other information that enhance the project. They should be labeled, titled and placed as close as possible to the part of the text they illustrate.

TABLES that communicate the quantitative aspects of data are most effective when the data are arranged so that their significance is obvious at a glance. After deciding what data to present but before constructing a table, you should consider that (a) rounded-off values may display patterns and exceptions more clearly than precise values, (b) a reader can compare numbers down a column more easily than across a row, (c) column and row averages can provide a visual focus that allows the reader to inspect the data easily, and (d) ample spacing between rows and columns can improve a table because white space creates a perceptual order to the data. An author’s thoughtful preparation makes the difference between a table that confuses and one that informs the reader.

Any type of illustration other than a table is called a FIGURE. A figure may be a chart, graph, photograph, drawing, or other depiction. Consider carefully whether to use a figure. On the one hand, a well-prepared figure can convey the qualitative aspects of data (such as comparisons, relationships, and structural or pictorial concepts) more efficiently than can text or tables. On the other hand, a figure is usually more time-consuming and more expensive than text or tables to prepare and reproduce.

The standards for good figures are simplicity, clarity, and continuity. A good figure has the following qualities:

• augments rather than duplicates the text

• conveys only essential facts

• omits visually distracting details

• is easy to read - its elements (type, lines, labels, etc.) are large enough to be read with ease in the printed form

• is easy to understand -- its purpose is readily apparent

• is consistent with and is prepared in the same style as similar figures in the same article; that is, the lettering is of the same size and typeface, lines are of the same weight, and so forth

• is carefully planned and prepared

STUDENT HONESTY/CHEATING (excerpt from IWU Bulletin)

Students are expected to exhibit honesty in the classroom, in homework, in papers submitted to the instructor, and in quizzes and tests. Each instructor should define what constitutes honest work in a specific course. Any deviation from ordinary standards such as the permitted use of notes for an examination, or an "open book" test should be stated clearly by the instructor.

Cheating is defined as submitting work for academic evaluation that is not the student's own, copying answers from another student during an examination, using prepared notes or materials during an examination, or other misrepresentations of academic achievement submitted for evaluation and a grade.

Plagiarism in research writing is considered cheating. Plagiarism is defined by the Prentice Hall Reference Guide to Grammar and Usage as a “situation that results when a writer fails to document a source so that the words and ideas of someone else are presented as the writer’s own work.”

Students are expected to submit only their own work. They are expected to give credit when borrowing, quoting, or paraphrasing, using appropriate citations.

An undergraduate student apprehended and charged in cheating, including plagiarism, during his or her college matriculation is subject to the following discipline:

• First incident of cheating--failure in paper or exam;

• Second incident of cheating--failure in the course involved;

• Third incident of cheating--dismissal from the university.

A graduate student is expected to understand clearly the nature of cheating and is subject to dismissal from the university for a single incident. Incidents of cheating and/or plagiarism will be investigated and judged by the appropriate graduate faculty.

Because the matter of cheating cumulatively leads to dismissal, faculty are required to report each case to the academic department which reports to the Vice President for Adult and Graduate Studies. Unquestionable evidence must be in hand before any action will be taken to confront and accuse a student of cheating.

A student who is not satisfied with the judgment may follow the grievance and appeal policies.

QUALITY OF WRITING

APS has adopted a Six-Trait Writing Assessment Model (“Six-Trait Rubric”), which is included in the Student Guide. Students should assess their writing according to the standards set forth in the Six-Trait Rubric, especially since these are the criteria by which the quality of writing will be graded.

Here is a summary of the traits of writing, as defined in the Six-Trait rubric.

1. Ideas - the heart of the message, the main point or main storyline

2. Organization - the internal structure of the piece

3. Voice - the tone and flavor of the author’s message

4. Word Choice - the vocabulary or terminology the writer chooses to convey meaning

5. Sentence Fluency - the rhythm and flow, how it plays to the ear

6. Conventions - the mechanical correctness (grammar, capitalization, punctuation, usage, spelling, paragraphing)

THE SIX TRAIT RUBRIC

IDEAS AND CONTENT

(Development)

5

This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme or storyline.

Ideas are fresh and original.

The writer seems to be writing from knowledge or experience and shows insight: an understanding of life and a knack for picking out what is significant.

Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

The writer develops the topic in an enlightening, purposeful way that makes a point or tells a story.

Every piece adds something to the whole.

3

The writer is beginning to define the topic, even though development is still basic or general.

It is pretty easy to see where the writer is headed, though more information is needed to “fill in the blanks.”

The writer seems to be drawing on knowledge or experience, but has difficulty going from general observations to specifics.

Ideas are reasonably clear, though they may not be detailed, personalized, or expanded enough to show in-depth understanding or a strong sense of purpose.

Support is attempted, but doesn't go far enough yet in fleshing out the main point or storyline.

Details often blend the original with the predictable.

1

As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy details. The writing reflects more than one of these problems:

The writer is still in search of a topic, or has not begun to define the topic in a meaningful, personal way.

Information is very limited or unclear.

The text may be repetitious, or may read like a collection of disconnected, random thoughts.

Everything seems as important as everything else; the reader has a hard time sifting out what's critical.

ORGANIZATION

5

The organization enhances and showcases the central idea or storyline. The order, structure or presentation of information is compelling and moves the reader through the text.

Details seem to fit where they're placed; sequencing is logical and effective.

An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of resolution.

Pacing is well controlled; the writer knows when to slow down and elaborate, and when to pick up the pace and move on.

Thoughtful transitions clearly show how ideas connect.

Organization flows so smoothly the reader hardly thinks about it.

3

The organizational structure is strong enough to move the reader through the text without undue confusion.

The paper has a recognizable introduction and conclusion. The introduction may not create a strong sense of anticipation; the conclusion may not tie up all loose ends.

Sequencing is usually logical, but may sometimes be so predictable that the structure takes attention away from the content.

Pacing is fairly well controlled, though the writer sometimes spurts ahead too quickly or spends too much time on details that do not matter.

Transitions often work well; at other times, connections between ideas are fuzzy.

The organization sometimes supports the main point or storyline; at other times, the reader feels an urge to slip in a transition or move things around.

1

The writing lacks a clear sense of direction. Ideas, details or events seem strung together in a loose or random fashion--or else there is no identifiable internal structure. The writing reflects more than one of these problems:

Sequencing needs work.

There is no real lead to set up what follows, no real conclusion to wrap things up.

Pacing feels awkward; the writer slows to a crawl when the reader wants to get on with it, and vice versa.

Connections between ideas are confusing or missing.

Problems with organization make it hard for the reader to get a grip on the main point or storyline.

VOICE

5

The writer speaks directly to the reader in a way that is individualistic, expressive and engaging. Clearly, the writer is involved in the text, is sensitive to the needs of an audience, and is writing to be read.

The reader feels a strong interaction with the writer, sensing the person behind the words.

The tone and voice give flavor to the message and seem appropriate for the purpose and audience.

Narrative writing seems honest, appealing, and written from the heart.

Expository or persuasive writing reflects a strong commitment to the topic, and an effort to bring the topic to life by anticipating the reader's questions, and showing why the reader should care or want to know more.

3

The writer seems sincere, but not fully engaged or involved. The result is pleasant or even personable, but not compelling.

The writing communicates in an earnest, pleasing manner. Moments here and there surprise, amuse or move the reader.

Voice may emerge strongly on occasion, then retreat behind general, dispassionate language.

The writing hides as much of the writer as it reveals.

The writer seems aware of an audience, but often to weigh words carefully or discard personal insights in favor of safe generalities.

1

The writer seems indifferent, uninvolved or distanced from the topic and/or the audience. As a result, the writing is lifeless or mechanical; depending on the topic, it may be overly technical or jargonistic. The paper reflects more than one of the following problems:

It is hard to sense the writer behind the words. The writer does not seem to reach out to an audience, or to anticipate their interests and questions.

The writer speaks in a kind of monotone that flattens all potential highs or lows of the message.

The writing may communicate on a functional level, but it does not move or involve the reader.

The writer does not seem sufficiently at home with the topic to take risks, share personal insights or make the topic/story personal and real for the reader.

WORD CHOICE

5

Words convey the intended message in a precise, interesting and natural way.

Words are specific and accurate; it is easy to understand just what the writer means.

The language is natural and never overdone; phrasing is highly individual.

Lively verbs energize the writing. Precise nouns and modifiers create pictures in the reader's mind.

Striking words and phrases often catch the reader's eye--and linger in the reader's mind.

Clichés and jargon are used sparingly, only for effect.

3

The language is functional, even if it lacks punch; it is easy to figure out the writer's meaning on a general level.

Words are almost always correct and adequate; they simply lack flair.

Familiar words and phrases communicate, but rarely capture the reader's imagination. Still, the paper may have one or two fine moments.

Attempts at colorful language come close to the mark, but sometimes seem overdone.

Energetic verbs or picturesque phrases liven things up now and then; the reader longs for more.

1

The writer struggles with a limited vocabulary, searching for words to convey meaning. The writing reflects more than one of these problems:

Language is so vague (e.g., It was a fun time, She was neat, It was nice, We did lots of stuff) that only the most general message comes through.

Persistent redundancy distracts the reader.

Jargon or clichés serve as a crutch.

Words are used incorrectly, sometimes making the message hard to decipher.

Problems with language leave the reader wondering what the writer is trying to say.

SENTENCE FLUENCY

5

The writing has an easy flow and rhythm when read aloud. Sentences are well built, with strong and varied structure that invites expressive oral reading.

Sentences are constructed in a way that helps make the meaning clear.

Purposeful sentence beginnings show how each sentence relates to and builds upon the one before it.

The writing has cadence, as if the writer has thought about the sound of the words as well as the meaning.

Sentences vary in length as well as structure.

Fragments, if used, add style.

Dialogue, if used, sounds natural.

3

The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical, more mechanical than fluid.

Sentences may not seem artfully crafted or musical, but they are usually grammatical. They hang together. They get the job done.

There is at least some variation in sentence length and structure. Sentence beginnings are NOT all alike.

The reader sometimes has to hunt for clues (e.g., connecting words and phrases like however, therefore, naturally, after a while, on the other hand, to be specific, for example, next, first of all, later, but as it turned out, although, etc.) that show how sentences interrelate.

Parts of the text invite expressive oral reading; others may be stiff, awkward, choppy or gangly. Overall though, it is pretty easy to read the paper aloud with a little practice.

1

The reader has to practice quite a bit in order to give this paper a fair interpretive reading. The writing reflects more than one of the following problems:

Sentences are choppy, incomplete, rambling or awkward; they need work.

Phrasing does not sound natural, the way someone might speak. The reader must sometimes pause or read over to get the meaning.

Many sentences begin the same way--and may follow the same patterns (e.g., subject-verb-object) in a monotonous pattern.

Endless connectives (and, and so, but then, because, and then, etc.) create a massive jumble of language in which clear sentence beginnings and endings get swallowed up.

The text does not invite expressive oral reading.

CONVENTIONS

5

The writer demonstrates a good grasp of standard writing conventions (e.g., grammar, capitalization, punctuation, usage, spelling, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few and so minor that the reader can easily overlook them unless hunting for them specifically.

Paragraphing tends to be sound and to reinforce the organizational structure.

Grammar and usage are correct and contribute to clarity and style.

Punctuation is accurate and guides the reader through the text.

Spelling is generally correct, even on more difficult words.

The writer may manipulate conventions--especially grammar and spelling--for stylistic effect.

The writing is sufficiently long and complex to allow the writer to show skill in using a wide range of conventions.

Only light editing would be required to polish the text for publication.

3

The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability.

Paragraphing is attempted. Paragraphs sometimes run together or begin in the wrong places.

Problems with grammar or usage are not serious enough to distort meaning.

Terminal (end-of sentence) punctuation is usually correct; internal punctuation (commas, apostrophes, semicolons, dashes, colons, parentheses) is sometimes missing or wrong.

Spelling is usually correct or reasonably phonetic on common words.

Moderate editing would be required to polish the text for publication.

1

Errors in spelling, punctuation, usage and grammar, capitalization, and/or paragraphing repeatedly distract the reader and make the text difficult to read. The writing reflects more than one of these problems:

Paragraphing is missing, irregular, or so frequent (e.g., every sentence) that it has no relationship to the organizational structure of the text.

Errors in grammar or usage are very noticeable, and may affect meaning.

Punctuation (including terminal punctuation) is often missing or incorrect.

Spelling errors are frequent, even on common words.

The reader must read once to decode, then again for meaning.

Extensive editing would be required to polish the text for publication.

WORKSHOP THREE

Group Problem Solving and Developing Character

Introduction to Criminology

BIBLICAL WISDOM

The Foundation of Crime:

For all have sinned and fall short of the glory of God. Romans 3:23

In those days Israel had no king; everyone did as he saw fit. Judges 21:25

Pride goes before destructions, a haughty spirit before a fall. Proverbs 16:18

A man reaps what he sows. Galatians 6:7b

Do not be misled: “Bad company corrupts good behavior.” I Corinthians 15:33

The Foundation of Justice:

Everyone must submit himself to the governing authorities, for there is no authority except that which God has established. Romans 13:1

WORKSHOP OBJECTIVES

At the completion of the workshop, the participant should be able to:

17 Participate in group problem-solving tasks and identify the behaviors and roles that are important in effective group performance.

1. Describe how your destiny is ultimately shaped by the strength of your character.

2. Compare the two major national crime data-gathering programs in the United States today.

3. Explain the limitations inherent in statistical reports of crime.

4. List the various categories of theoretical approaches used to explain crime.

5. Describe the basic features of biological theories of crime causation.

6. Describe the basic features of psychological explanations for crime causation.

7. Describe the basic features of sociological theories of crime causation.

8. Identify two emergent theories of crime causation.

9. Describe Christian criminology.

WORKSHOP ASSIGNMENTS

The following assignments should be completed prior to this workshop:

Individual Assignments

1. Read chapters 2 and 3 in Criminal Justice Today.

2. Think about a time you were involved in a group project. Identify as many behaviors as you can that impede team productivity and cohesiveness. Also, list all the potential ways that group members can help others accomplish their assignments on time and with excellence.

Project Team Assignment

There are no assignments to be completed prior to Workshop Three.

WORKSHOP FOUR

Time Management and Time Mastery

Policing

BIBLICAL WISDOM

Psalm 39:4-5

Show me, O LORD, my life’s end and the number of my days; let me know how fleeting is my life. You have made my days a mere handbreadth; the span of my years is as nothing before you. Each man’s life is but a breath.

WORKSHOP OBJECTIVES

At the completion of the workshop, the participant should be able to:

1. Discuss the importance of time management and be able to identify personal time management strengths and weaknesses.

2. State the importance of goals and values in effective self-management.

3. Summarize the historical development of policing in America, including the impact of the Prohibition era on American Policy.

4. Describe the three major levels of public law enforcement in the United States today.

5. Describe the nature and extent of private protective services in the United States today, and describe the role these services might play in the future.

6. List and discuss the five core operational strategies of today’s police departments.

7. Identify the three styles of policing, and discuss differences in these approaches.

8. Explain police discretion and how it affects the practice of contemporary law enforcement.

9. List and describe different types of police corruption, and discuss possible methods for building police integrity.

10. Explain the dangers of police work, and discuss what can be done to reduce those dangers.

11. Describe racial profiling, and explain why it has become a significant issue in policing today.

WORKSHOP ASSIGNMENTS

The following assignments should be completed prior to this workshop:

Individual Assignments

1. Read chapters 5, 6 and 8 in Criminal Justice Today.

Project Team Assignment

There are no assignments to be completed prior to Workshop Four.

WORKSHOP FIVE

Goals and Personal Learning Styles

Constitutional Considerations

BIBLICAL WISDOM

Isaiah 40:30-31

“…those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint.”

WORKSHOP OBJECTIVES

At the completion of the workshop, the participant should be able to:

1. Navigate Off Campus Library Services and complete a reference page using APA Formatting.

2. Explain the concept of lifelong learning

3. Describe different ways in which learning can take place.

4. Explain how the Bill of Rights and democratically inspired legal restraints on the police help ensure personal freedoms in our society.

5. Explain the importance of the exclusionary rule and the fruit of the poisoned tree doctrine.

6. Explain how the need to ensure public safety justifies certain suspicionless searches.

7. List and explain the steps typically taken during pretrial activities.

8. Explain plea bargaining, and discuss its impact on the criminal justice system.

9. Explain the hearsay rule, and identify recognized exceptions to it.

WORKSHOP ASSIGNMENTS

The following assignments should be completed prior to this workshop:

Individual Assignments

1. Read chapters 7 and 10 in Criminal Justice Today.

2. Hometown crime picture

Assignment:

1. Go to the Bureau of Justice Statistic website. The link is provided below.

2. You are going to develop a profile of the crime trends in your hometown. The UCR provides information for all towns over 10,000 in population. If you are unable to locate your town or if you live outside the United States, you will need to adopt a “surrogate” hometown.

3. For this exercise, you will play the role of the local Chief of Police. Analyze the ten year statistics for your town. Note the trends in each area of crime. From you findings, what areas will need additional resources in the coming year? What areas stand out as successes?

4. Write up a summary of the crime picture in your hometown, including trends that you see over the past ten years. Support your summary with UCR statistics. The paper should be one to two pages in length.

Here are some directions to help you successfully navigate through the Bureau of Justice Statistics web site:

a. go to

b. Click Go in the “single agency trends” window.

c. On the dropdown menu, select your state and size of hometown (e.g. Indiana and cities from 10,000 thru 24,999).

d. On the left of the screen, select the range of years (ten years ending in the last complete year).

e. In the middle of the screen, select all the variable groups. To select more than one, you need to hold down the CTRL key on your keyboard as you LEFT CLICK each item with the mouse.

f. On the right of the screen, select the police agency (e.g. Auburn Police Department)

g. Click GET TABLE. Note that in the upper left hand corner of the screen you can click on SPREADSHEET OF THIS TABLE to download an Excel version of the information.

Project Team Assignment

There are no assignments to be completed prior to Workshop Five.

WORKSHOP SIX

Group Presentations

Corrections

BIBLICAL WISDOM

Proverbs 17:14

Acquitting the guilty and condemning the innocent—the Lord detests them both.

Proverbs 18:5

It is not good to be partial to the wicked or to deprive the innocent of justice.

WORKSHOP OBJECTIVES

At the completion of the workshop, the participant should be able to:

1. State the key elements of an effective presentation and produce a successful group presentation.

2. Explain the difference between probation and parole, and describe the advantages and disadvantages of each.

3. Explain the nature of the job of probation and parole officers.

4. List the advantages of intermediate sanctions over more traditional forms of sentencing.

5. Explain the major characteristics and purpose of today’s prisons.

6. Describe the just deserts model, and explain how it has led to an increased use of imprisonment and to prison overcrowding.

7. Describe the realities of prison life and subculture from the inmate’s point of view.

8. Describe the realities of prison life from the correctional officer’s point of view.

WORKSHOP ASSIGNMENTS

The following assignments should be completed prior to this workshop:

Individual Assignments

1. Read chapters 12, 13 and 14 in Criminal Justice Today.

2. ANNOTATED BIBLIOGRAPHY ASSIGNMENT GUIDELINES

The goals of this assignment are to give you experience in library research, to acquaint you with the types of information that are available to assist you in future research projects, and to provide you with an opportunity to practice using the APA format in preparing bibliographic citations. The requirements of the assignment are as follows:

Select a Criminal Justice-related topic of interest. The topic can be in the form of a question or a statement. Pick a fairly popular topic so you will be sure to find sources.

Identify sub-topics and key words related to the selected topic. If you find it difficult to identify key words, you might want to check the Library of Congress List of Subject Headings at the library. This three-volume set identifies the key words used in most library catalogs and reference systems.

Contact Indiana Wesleyan University Library Services at 1-800-521-1848 if you have any questions or need assistance in getting started.

Visit a library, preferably the one at which you will do most of your research during the course of your degree program. Get a general idea of the types of resources available at the library. Besides books and magazines, what resources are there? Many libraries publish brochures that outline the services they offer. Reference librarians are available to answer your questions as well.

Search for five sources related to your topic. The sources should include a combination of periodicals (magazines, newspapers, and journals) and books.

Do an on-line search from a bibliographic reference system such as InfoTrac or ERIC. This search will direct you to periodicals.

Search in the library catalog, which will be either computer-based or the “traditional” card catalog. This search will give you access to books and other resources.

Prepare bibliographic citations for each source in the APA format. Refer to The Prentice Hall Reference Guide to Grammar and Usage for details.

Write a brief summary of your experience (1-2 paragraphs).

What library did you visit? What sources are available at the library? What on-line bibliographic reference system did you use? What kind of card catalog does the library have (e.g., is it computer-based)? What problems did you encounter? What advice would you give to someone visiting this library for the first time? Finally, on a separate sheet of paper, submit your five sources in proper APA format.

Project Team Assignment

There are no assignments to be completed prior to Workshop Six.

WORKSHOP SEVEN

Drugs and Crime

Terrorism

The Future of Criminal Justice

BIBLICAL WISDOM

John 16:33 (NASB)

These things I have spoken to you, so that in Me you may have peace. In the world you have tribulation, but take courage; I have overcome the world.

WORKSHOP OBJECTIVES

At the completion of the workshop, the participant should be able to:

1. Identify the different types of drugs that are illegally used in this country, as well as the effects and legal classification of each.

2. Explain the link between drugs and other social problems, including different forms of criminal activity.

3. Describe the various efforts to respond to the drug problem, and assess the effectiveness of each.

4. Identify important international criminal justice organizations, and explain their role in fighting international crime.

5. Define terrorism, and identify two major types of terrorism.

6. Discuss the causes of terrorism and the US government's attempts to prevent and control the spread of terrorism.

7. Explain why terrorism is a law enforcement concern and how it is a form of criminal activity.

8. Explain the nature of high technology crime, and list some forms that such crimes have taken in the past and that they might take in the future.

9. Explain the important role that technology has played, and will continue to play, in the fight against crime and the quest for justice.

10. Identify the threats to individual rights and inherent in the ever increasing use of advanced technology.

WORKSHOP ASSIGNMENTS

The following assignments should be completed prior to this workshop:

Individual Assignments

1. Read chapters 16, 17 and 18 in Criminal Justice Today.

Project Team Assignment

There are no assignments to be completed prior to Workshop Seven.

WORKSHOP EIGHT

Project Teams

Class Representative

BIBLICAL WISDOM

Galatians 6:9-10

Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up. Therefore, as we have opportunity, let us do good to all people, especially to those who belong to the family of believers.

WORKSHOP OBJECTIVES

At the completion of the workshop, the participant should be able to:

1. Analyze the group development process and state the key components of healthy group relations and effective teamwork.

2. Explain the role of project teams within the APS curriculum.

3. Form project teams.

4. Elect a class representative.

WORKSHOP ASSIGNMENTS

The following assignments should be completed prior to this workshop:

Individual Assignments

1. Personal Action Plan

Success is a term that is used often that can have varied meanings. Success is usually accomplished best by planning and establishing goals for what it is you desire. Then it is necessary to take action steps to progress toward this desired goal. You probably entered your degree program with some personal goals for success.

➢ Assignment: Considering how returning to school can influence all areas of your life, please develop a 3 - 4 page paper outlining personal success goals and the related action steps you can take to accomplish them. Consider the following guidelines as you prepare your paper. (P.S. - do not forget your writing tips developed earlier).

• What are some personal priority areas for success? (Career, family, health, etc.)

• What are some personal goals you can establish in your priority areas?

• What specific action steps can you take to support successful progress toward your goals?

• What would be a priority for these action steps?

• What barriers could you encounter as you take your action steps?

• What can you do to overcome those barriers?

➢ As you write the paper, consider and address how you will measure success at the end of your degree program.

• Will it be measured by a grade or Grade Point Average (GPA)?

• Will it be measured by your growth in knowledge?

• Will it be measured by your desire for lifelong learning?

• Will it be measured by your ability to balance the needs of your family, work, health, spiritual life, and schooling?

• Too many students sacrifice their family’s needs in order to get the “A” in the course. Ask what your spouse, children, or co-worker’s definition of success would be for you as you complete this program. Does it match your definition?

A critical aspect of success is support. Without sources of support, either internal or external, it can be very difficult to achieve your goals for success. Support can come from many sources. Internal support can come from sources such as a sense of self-confidence, positive self-talk, and/or personal values. External support can come from sources such as the people around us, our physical environment, and/or financial rewards.

Worldly supports and their influences on us can be temporary and constantly changing. A source of support that never changes and is always available is the encouragement and support provided through prayer and trusting in God. The Bible emphasizes this support and the power it provides in Philippians 4:13:

Whatever I have, wherever I am, I can make it through anything in the One who makes me who I am.

2. Prepare to share with the rest of the class the following:

• The strengths and weaknesses you will bring to a project team.

- Consider such things as technical skills and specialized knowledge, behavioral style and learning preferences, geographic location, time demands and other obligations.

• Your expectations for the project team.

- Consider such things as your goals for completing the APS Program, how you prefer to accomplish tasks and manage your workload, how you generally deal with conflict and your preferred approach to group decision making.

Project Team Assignment

There are no assignments to be completed prior to Workshop Eight.

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