PUBA 321 - University of Hawai i - West O ahu by liuhongmeiyes


									                         PUBA 321: “Probation, Parole, and Community -Based Corrections”
                                               On Line Fall 2009
Michael Hallstone, Ph.D.      Email is fastest way to contact me!!!
                              All classes use laulima email only!
Office hours                  T/Th 11-1 or by appointment                    office: C-103c

                                                                             Don’t call my office! Email is fastest way to
                                                                             contact me!

          “The only people who fail my courses ‘disappear’ and then try to make up all the work
            in the last month of the semester. All UHWO students have the intellectual ability,
                  not only to pass, but to earn a good grade – if they are willing to work.”
                                            --Michael Hallstone

                “A society that will trade a little liberty for a little order will lose both and deserve
                                                  -- Thomas Jefferson

          UHWO Catalog Course Description
          “Administrative organization and management in probation and parole systems. Problems of
          work-release and school-release programs for institutional inmates; administration of halfway
          houses; non-residential programs for probationers, parolees, and drug abusers; community
          residences for juvenile offenders; supervision of foster care programs.” -- UHWO General Catalog.
          See the course schedule for the specific topics we will cover.
                              Brief Introduction to the Course Content
            In the past two decades, crime and drugs have gathered an increasing amount of
          attention from politicians, the media, and the American public. Many Americans are
             fearful of being victimized by crime and have supported a massive expansion of
                 federal, state, and local criminal justice systems. In short, our correctional
             populations have grown at an alarming rate since the early 1980’s; the majority,
          although not all, of the growth is due to non-violent drug offenses. As such, the goal
            of this course is to examine the community corrections populations, both nationally
                          and here in Hawaii (to the extent information is available).
          One could devote an entire academic career to studying this subject area and still be
               remarkably ignorant about many aspects of it. (I am a shining example of this
              phenomenon!) The best I can hope for is to introduce you very generally to the
             subject and hope that you follow your intellectual curiosity wherever it takes you.
            Unless you have been exposed to a similar course, it is very likely that most of the
           information you know about crime or the criminal justice system is based upon your
          personal beliefs, experiences, and/or the media/government agencies. Chances are
          you have very little empirical or scientific evidence upon which to support your views.
             One of the goals of this course is to at least expose you to some of the academic
                                        evidence regarding the subject.
    Let go of the idea that any course can provide a comprehensive summary of its
subject in one semester. The best we can hope to achieve is a critical understanding
   of a few aspects of the course content. I apologize up front if we do not cover
 something you wanted to learn about. And if your intellectual curiosity takes you
to a subject we do not cover, I will attempt to “work something out” with you and point
                          you towards the appropriate resources.
 The rest of this syllabus will explain the rules and policies of this course. I apologize
     if it seems as if I am trying to scare or intimidate you. I promise that is not the
  purpose! I simply want each student to know the rules and policies up front so that
  there are no surprises. I attempt to explain what I expect of you, and in turn, what
 you can expect of me. If I am successful, then you will be able to make an informed
               decision about whether or not you want to take this course.
                                 Grading Scheme
No Book Needed for the Course!
  Whoopee!!! No book is required. I will however require you to read a number of
  online publications regarding the course content. The readings will be short, but
                         somewhat intellectually demanding.

Determining the Course Grade
               The final course grade will be based upon the following:

                             Course Element          %     total %
                           Paper or Final Exam
                             paper or final exam     20%
                                             total          20%
                                           Test 1    40%
                                           Test 2    40%
                                        test total          80%
                                   course total            100%

      The course grades will be computed using the traditional percentages:
 A= 100-90% B=89-80% C=79-70% D=69-60% F=59% and below. Plus and minus
                     grades will not be used in this class.
  All students must take test 1 and test 2, covering lectures and readings. The due
                      dates for the tests are on the course schedule.
    The exams will be taken online and will come from the book and lectures. The
                        exams will be multiple choice and true/false.
    You may either take the cumulative final exam or write the paper (see below).
      All of the tests are now on UH’s new online course computer system called
   “Laulima.” If you find any errors with the tests or test questions please email me
 ASAP! Not only will I “refund” you the test points, but I will give you a small amount
of extra credit for each error you spot! (The exact amount of extra credit will be small
           and amount to about the worth of one test question for each error.)
So although the exams are “open book/open note” it is important to study for them as
                                 they are timed.

Paper or Final Exam
  As noted above, students can either take a final exam or write a research paper.
       Sorry, but a student cannot do both and “hope” for the highest grade.
 The due dates for each of these assignments can be found on the course schedule.

   Take Final Exam Option
The final exam is cumulative and will be based on questions selected from the other

     Write Paper Option
   If you choose this option you will write a short research paper of about 5 pages.
 Students will choose their own specific paper topic, but it must be somehow related
 to community corrections. The term “community corrections” refers to criminals
    who are NOT incarcerated in jail or prison. This means paper topics regarding
          criminals who are “locked up” in prisons and jails must be avoided.
   The paper is composed of two assignments turned in separately; read the paper
                                  instructions immediately.
 I hate giving out low grades on papers. The ONLY way to become a “good college
               level writer” is to submit EARLY drafts to your professor.
        These early drafts are optional, but are STRONGLY ENCOURAGED!
If you are at all confused about how the course grades will be computed email Michael immediately!

                            Use of Turnitin in This Course
UH West O'ahu has a license agreement with iParadigms, LLC for the use of their plagiarism
prevention and detection service popularly known as Turnitin. Faculty may use Turnitin when
reading and grading your assignments. By taking a course where Turnitin is used, you agree
that your assigned work may be submitted to and screened by Turnitin. Turnitin rates work on
originality based on exhaustive searches of billions of pages from both current and archived
instances of the internet, millions of student papers previously submitted to Turnitin, and
commercial databases of journal articles and periodicals. Turnitin does not make a
determination if plagiarism has taken place. It makes an assessment of the submission's
originality and reports that to the course instructor. These Originality Reports are tools to help
your teacher locate potential sources of plagiarism in submitted papers.
 All papers submitted to Turnitin become part of Turnitin's reference database solely
for the purpose of detecting plagiarism. Use of Turnitin is subject to the Usage Policy
                       as posted on the web site.
                          Using Turnitin (More below too!)
     I will create a user account for you and will send you temporary
     password VIA REGULAR UH EMAIL (e.g. Go to and set up log on. You will click on our class. Then you will see the
     assignments you will submit. Don’t panic. If you can send an email with an
                          attachment, you can use their system!
  For a tutorial of how to use turnitin see the “training link” at
              There are links to both videos and user manuals for students.
                       How to Take PUBA 321 online
    Click here for an updated version of the computer requirements for this course.
We will use UH’s computer system called “Laulima” and “”
           Almost Everything will be done via Laulima
The lectures, assignments, tests, and email are accessed using the Laulima website.
All of the lectures and other assignments (and their due dates) are accessed by links
                    on the “course schedule” link on our homepage.
  There are lectures that must be viewed via the Web and readings from the book.
 You are to go through the material carefully (repeat as many times as necessary),
   taking notes when needed. You will be tested on these topics. The tests will be
                         taken online via laulima as noted above.
  When you watch the lectures take notes on separate piece of paper too. I would
      watch lectures twice if I were confused. Read any reading assignment that
  corresponds with the lecture and take notes on that too. Most importantly turn in
   early drafts of written assignments! Lastly, never remain confused and lost and
afraid to ask for help. There is no shame in being confused! All of us get confused!
    Staying confused out of pride or fear or laziness is recipe for a low grade in any
 I’m a doctor so here is my prescription: Email Michael at the sign of first confusion.
                           Repeat as many times as necessary.

  Any papers or essays will be “turned in” by LAULIMA email and (see

           Turning in Papers/Assignments
      If you write a paper or write an essay you will submit it in in two “places”
 As an attachment using Laulima email system (this will note the time and date you
                                  turned in the paper.)
 You will submit at it using your “account” for this course. Don’t panic.
        If you can send an email with an attachment, you can use their system!
    I will create a user account for you and will send you temporary
   password VIA REGULAR UH EMAIL (eg. Go to to and set up log on. You will click on our class. Then you will see the
                              assignments you will submit.

 For a tutorial of how to use turnitin see the “training link” at
            There are links to both videos and user manuals for students.

                               Course Objectives
Intellectual Skills
   In addition to learning course content, this class seeks to help students develop
valuable intellectual skills. Everything you do in this course is geared towards helping
   you gain intellectual skills that will allow you to succeed in a real-world career or
                                   further your education.
Unless you actively use or think about the course content, you will forget the majority
  of it in a very short time. When this happened to me in college I used to think I was
                      just dumb, but research shows this is very normal.
   As such, I view my task as helping you gain valuable skills that do not go away. I
      look at it as adding skills to one’s “intellectual tool belt.” No matter what you do,
  learning to read, think, and write critically, learning to take notes, learning to present
     information to a group will help you be successful! The skills you practice in this
    course will help you learn to do them in “real world” environment. To learn or get
                            better at something, you must practice.
      I used to think that once I graduated from college I would know enough facts or
information about a topic to be successful at a job. What I realized is that job specific
 facts and information are learned, not in school, but on the job. What college helped
                                 me do was “learn how to learn.”
       Employers have been aware of this phenomenon for some time now. Today’s
    employers are not interested in people who “know everything they need to know”
 after college, because that is a myth. Employers know they will have to train you to
   do your job and that your job will probably change over time. So to be successful,
   companies need workers who can not only learn the job as it exists today, but also
employees who are able to quickly learn new job skills to exploit new opportunities or
               respond to new market forces. The Internet is a great example.
 Because of all this training, employers want “life-long learners,” or people who have
    the ability to continuously learn new tasks and concepts. They want people
 who can work well together and those who can teach or train their colleagues. They
want people who can be hired to do a job, quickly “get up to speed” on concepts, and
                               share that knowledge with others.
In other words, employers do not want employees who “know everything;” they want
        employees who know how to learn! The same can be said of graduate or
professional school. They do not expect you to know everything – they expect you to
    have skills in your intellectual tool belt that will enable you to learn new concepts.
                           The Most Important Thing
I never ever judge a person by how well or how poorly they perform academically in
my courses. The grade you receive in any class has nothing to do with who you are
as a person. My greatest joy as a teacher is to help people improve their intellectual
skills, regardless of where they start! However, the greatest disservice I can do as a
teacher is lower standards and performance expectations. Unfortunately, learning to
 become a “critical thinker, reader, and writer” takes work. If you are willing to work,
      I’m willing to teach. I will not lower standards, but I will help you meet them.
                             Student Conduct Code
 Students are expected to abide by the UHWO Student Conduct Code, explained in
 the UHWO Student Handbook. (All students should read and be familiar with this
pamphlet -- free copies are available in Student Services.) Violations of the Student
Conduct Code such as (but not limited to) cheating, plagiarism, academic dishonesty,
   inappropriate behavior, etc will not be tolerated – and may result in an F for the
                               Students with Disabilities
  Special Note: Any student with a documented disability who would like to request
   special accommodation should contact Student Services (454-4700) and the

                                Late Assignments Policy
 You may turn any assignments in early! All students are strongly encouraged
to turn in early drafts as well! Any thing turned in after the end of class on the due
   dates will be considered late. The only exceptions to the policy will be made with
 documented excuses that I can verify related to illness, death, military service, state
   or federal law, or UHWO policy (such as official UHWO business) – sick kids and
                                     families count!
With the exception of a sudden illness or other emergency, speak to me in advance
if you would like to be considered for this sort of exemption. When students come to
   me in advance, I feel more assured that they are not being manipulative and I am
                         much more likely to waive the late fee.
     Late Penalty is 10% a Day
  One whole grade (i.e. 10 points out of 100) will be deducted for each 24-hour
period the assignment is late. For example, say an assignment is worth 100 points
and is due 7/19/02 at 11:45 am. A person who turns it in at 11:46 am on 7/19/02 gets
  10 points deducted. A person who turns it in on 7/20/02 at 11:46 am gets 20 points
 deducted. A person who turns it in on 7/21/02 at 11:46 am gets 30 points deducted,
        and so on and so on. The late fee applies to weekend days as well.
         Please Meet with Michael When You Are Confused!
   Even though this is an internet class, students are encouraged and requested
 (begged!) to “meet” with me to clarify concepts as needed. Please do not remain
confused or lost! I could have never made it as far as I have in higher education if I
 had not made the attempt to yak with my professors! I am available during office
hours and by appointment. If you live on another island or can’t make it to campus,
                              we can talk on the phone.
What to do when you are confused
The best way to get a hold of me to schedule an appointment is by email or in person. The least
efficient way would be to call me at my office, or just “stop by” and hope I am around. Never ever call
me at home under any circumstances!
                           Before You Meet with Michael
Perhaps one of the most valuable components of a college education is "learning how to learn." When
we struggle with difficult concepts we are doing an "intellectual workout." If we are not forced to
exercise our minds then we gain very from our college experience. The saying "No Pain No Gain" is
applicable here. With this in mind I ask that students do a little preparation before a meeting with me.
Look over the material that is confusing to you. Struggle with it a little bit. Figure out where you are
"lost" and come in to the meeting with specific questions. If you come into the meeting without specific
questions just hoping that I will wave some sort of professorial wand and magically erase your
confusion, you will unfortunately remain very confused and (probably) frustrated. If you learn anything
in college, learn this: what you get out of any educational experience is entirely dependent upon
what you put in to it. Becoming "educated" is more than simply "going through the motions."
How a person becomes educated is no mystery – you gotta give some to get some.

To top