Sistema Universitario Ana G. Méndez, Inc. School for ... 540 DLP 2013... · de los diferentes...

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

CRJU 540

Law Enforcement and Judicial Changes

© Sistema Universitario Ana G. Méndez, Inc. 2013

Derechos Reservados

© Ana G. Méndez University System, Inc. 2013

All rights reserved

April 5, 2013

CRJU 540 Law Enforcement and Judicial Changes2

Please include all applicable information below:

Prepared based on the course syllabus (2008) of the School of Education, with the

collaboration of:

Lucette Cardona, M.A., J.D., Module Development Specialist

Felix Mangual, J.D., Content Evaluator

Luis L. Díaz, English Language Specialist

Bárbaro Forteza, Spanish Language Specialist

Joe Hernández, Curriculum and Instructional Design

Updated 01/14/2013


TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO ...................................................................................................................... 4

STUDY GUIDE ............................................................................................................................ 20

TALLER UNO.............................................................................................................................. 35

WORKSHOP TWO ...................................................................................................................... 43

TALLER TRES ............................................................................................................................ 49

WORKSHOP FOUR .................................................................................................................... 57

TALLER CINCO/WORKSHOP FIVE ........................................................................................ 65

ANEJO A/APPENDIX A NATIONAL PROFICIENCY LEVELS FOR

DIFFERENTIATED INSTRUCTION ......................................................................................... 75

ANEJO B/APPENDIX BTHE WRITING PROCESS6-TRAITS WRITING RUBRIC .............. 80

APÉNDICE C / APPENDIX C ORAL PRESENTATION RUBRIC .......................................... 88

APÉNDICE D / APPENDIX D: GUIDELINES TO PREPARE THE PORTFOLIO.................. 93

APÉNDICE E/ APPENDIX E: SELF-REFLECTION ................................................................. 95

APÉNDICE F / APPENDIX F ANALITICAL ESSAY RUBRIC ............................................... 98

APÉNDICE G / APPENDIX G STUDY CASES AND EXERCISES ...................................... 104

APÉNDICE H / APPENDIX H ATTENDANCE AND PARTICIPATION

EVALUATION........................................................................................................................... 106

APÉNDICE I / APPENDIX I FINAL PROJECT INSTRUCTIONS ......................................... 109

Updated 01/14/2013


GUÍA DE ESTUDIO

Título del Curso: La Policía y los Cambios Jurídicos

Codificación: CRJU 540

Créditos: 3

Duración: 5 semanas

Prerrequisito: Ninguno

Descripción:

Estudio de la dinámica que envuelve la función de la policía, al ser impactada por los

cambios que operan desde el nivel legislativo y las subsecuentes interpretaciones

judiciales. Se analizará el efecto que ello tiene en la investigación criminal y la forma

en que se afectan los derechos de las personas que cometen delitos.

Objetivos de Contenido Generales:

Al finalizar el curso, se espera que el estudiante haya adquirido las destrezas para:

1. Conocer,comprenderyexplicar la función de la policía. 2. Analizar, a base de las decisiones jurisprudenciales, los cambios operacionales y

ajustes que tiene que desarrollar la policías cuando los tribunales emiten opiniones

que varían drásticamente el curso usual de las operaciones en el campo de

investigación e intervención con los ciudadanos.

3. Estudiar el impacto de los cambios jurisprudenciales en los procesos de:

identificación de sospechosos, arrestos, allanamientos, registros, vistas preliminares,

reglas de procedimiento criminal, reglas de evidencia, legislación que enmiende la

ley penal y/o que cree nuevos delitos, situaciones resultantes de la aplicación de la

Ley de Tránsito y otras funciones de prevención, custodia y protección de vidas y

propiedades.

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4. Describir las enmiendas constitucionales directamente relacionadas con los

cambios jurisprudenciales y que de forma directa impactan la función de la policía.

5. Entender los procedimientos investigativos utilizados por la policía, las

limitaciones en su diligencia en el campo y los posibles conflictos legales que

pueden surgir en su empleo según requerido por la ley.

6. Considerar los cambios sociales y tecnológicos a nivel nacional y mundial y

proyectar como estos podrían afectar de forma futura la función de la policía a nivel

nacional.

Objetivos de Lenguaje Generales:

Al finalizar el curso, se espera que el estudiante haya adquirido las destrezas para:

a. Escuchar: Entender la función general y operacional de la policía.

b. Hablar: Debatir y analizar las diferentes decisiones jurisprudenciales que afectan

la operación diaria de la policía, así como los posibles conflictos constitucionales

que han llevado a la creación de dichas reglas.

c. Leer:Analizar información relacionada a la función de la policía, decisiones

jurisprudenciales que afectan la operación de la policía, y su aplicación por medio

de los diferentes métodos investigativos utilizados por el sistema.

d. Escribir:Redactar documentos relacionados con los temas de la función de la

policía también, sobre el efecto de la decisiones jurisprudenciales en su operación

diaria y su trascendencia futura a nivel nacional y mundial que surjan de los

diferentes cambios sociales y tecnológicos.

Updated 01/14/2013


Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me

More,Net Tutor, WimbaVoice, Biblioteca Virtual y Voice E-mail.)

� Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben

demostrar que ellos han cumplido con las horas de uso en el laboratorio de

lenguaje (inglés y español) por curso. El facilitador podría requerir más horas de

práctica basada en las necesidades para las destrezas auditivas, orales, de lectura y

escritura en cualquiera de los lenguajes mencionados. El total de horas de

práctica en el laboratorio de lenguaje o e-lab deben de estar integradas en la

sección de actividades del módulo.

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Descripción del Proceso de Evaluación:

Criterios Taller Porcentaje

Asistencia 1-5 15%

Prueba 5 15%

Trabajos escritos 1-5 20%

Discusiones en clase 1-5 10%

Presentaciones Orales 3,5 15%

Portafolio digital 1-5 5%

Trabajo de Investigación Final 5 20%

100%

1. Asistencia y Participación en clase – (Talleres 1 y 3 – Español; Talleres 2 y 4 - Inglés; Taller 5 – Inglés/Español) (Apéndice H)

La asistencia a cada taller es obligatoria y el estudiante recibirá 15 puntos por cada clase.

El ausentarse afectará la nota final. La participación en clase será evaluada mediante las

discusiones de los diferentes temas y las actividades que se desarrollen en el transcurso

del taller y el estudiante recibirá 15 puntos por su participación. Además, se evaluarán los

siguientes criterios:

a. dominio del material discutido en clase

b. cumplimiento con las tareas asignadas en clase

c. puntualidad en la entrega de trabajos.

Para aprobar el curso, es requisito la asistencia.

2. Prueba

Se administrarán una prueba en el taller el último taller (5). La misma debe ser redactada

mitad en el idioma inglés y mitad en idioma español (50% y 50%). El formato de la

prueba puede ser objetivo, de tema a desarrollar o preguntas cortas a discreción del

Updated 01/14/2013


facilitador. A través de sus contestaciones, cada estudiante debe evidenciar que domina

la materia o el tema al que se hace referencia.

3. Diario Reflexivo

El diario reflexivo consistirá en un texto narrativo, a modo de ensayo, en el idioma que

corresponda al taller, de una página en la última versión del estilo APA y se realizará

semanalmente. En este diario, el estudiante deberá escribir todo aquello que documente el

crecimiento de su conocimiento en clase. Se debe llevar a cabo un diario reflexivo por

clase y estos deben ser añadidos al portafolio digital (refiérase al manual del portafolio

digital). Estos formarán parte del portafolio digital.

5. Ensayos Analíticos (Talleres 1, 2, 3, 4,5 – Apéndice F)

a. Los ensayos analíticos tratarán los siguientes temas:

Ensayo analítico siguiendo el modelo APA donde se expliquen todas las facetas o

funciones de la policía. El ensayo debe incluir una discusión profunda acerca de las

funciones de la policía desde la función de seguridad hasta su función gubernamental y

política como entidad encargada de velar por el cumplimiento de la ley. Este ensayo será

redactado en español y se entregará al inicio del Taller Uno.

Se redactarán un ensayo del caso asignado. El ensayo debe contener una narrativo de

los hechos así como, la controversia y la decisión emitida por la corte con una

explicación de su razonamiento El ensayo será escritos en inglés y se entregarán al inicio

del Taller Dos.

Un ensayo estilo APA donde describa los diferentes avances tecnológicos utilizados

por la policía en los últimos 10 años en el proceso de investigación a nivel federal y

estatal. Luego, analicé e integre de acuerdo con la discusión de las Enmiendas de la Carta

Updated 01/14/2013


del Ciudadano de los Estados Unidos, “Bill of Rights” (Enmiendas IV, V, VI, VII, VIII y

XIV) llevada a cabo durante el taller anterior (Taller 2) cual o cuales estarían en peligro

de ser quebrantadas por el uso de la nueva tecnología. Este ensayo debe ser entregado y

el mismo debe contener un mínimo de dos (2) páginas. Este ensayo debe ser redactado en

Español.

� Se redactará un ensayo analítico siguiendo las reglas APA acerca de las operaciones

encubiertas bajo las agencias federales (FBI) y el protocolo o procedimiento para su

autorización, monitoreo y control de este tipo de operación. También, como parte del

análisis los estudiantes deben explicar los posibles conflictos constitucionales y

legales de este tipo de operación. El ensayo debe incluir un mínimo de tres (3)

páginas y debe ser redactado en Ingles.

� Se redactará un ensayo analítico acerca de la historia de los Derechos Humanos y su

relación con el movimiento de los Derechos Civiles en los Estados Unidos. Este

ensayo será redactado en inglés y entregado al inicio del Taller Cuatro.

� Se redactará un ensayo como parte del trabajo de investigación final donde el

estudiante tendrá la oportunidad de investigar acerca de modalidades de crímenes

recientes y sus elementos, los esfuerzos de las agencias del orden público tanto

federal como estatal para resolver o controlar la incidencia del crímen asignado.

También, llevarán a cabo un estudio exhaustivo de las diferentes estrategias

operacionales que sean puesto en práctica para el control y monitoreo de la actividad

criminal asignada así como recientes leyes que se están aplicando en base a las

decisiones en casos resueltos en esa área. El ensayo deberá ser redactado en español y

será entregado al comienzo del Taller Cinco.

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6. Trabajo Final/ Proyecto de Investigación

Cada estudiante preparará un ensayo escrito de un mínimo de cuatro (4) páginas donde se

discutirán las diferentes estrategias operacionales que sean puesto en práctica para el

control y monitoreo de la actividad criminal asignada así como recientes leyes que se

están aplicando en base a las decisiones en casos resueltos en esa área.(los efectos de la

decisiones judiciales en las investigaciones criminales) los crímenes del futuro. El trabajo

escrito debe ser individual pero, el facilitador puede modificar la actividad dependiendo

del tamaño del grupo.

El trabajo debe incluir una discusión de los siguientes puntos:

� Descripción del crimen con sus elementos que lo conforman.

� Las diferentes modalidades que existen del crimen asignado, si existe más de una

forma de llevar a cabo dicho crimen.

� Discusión de las agencias y departamentos se encargan del monitoreo y control de

dicho crimen a todos los niveles (estatal [FL solamente] y federal).

� Evaluación de las leyes y (decisiones judiciales actuales y su influencia en la

investigaciones de violaciones de lay) sistemas actuales para manejar y controlar la

ocurrencia del asignado crimen. Si o No. Explique.

� Cualquier otro esfuerzo o ajuste que haya sido puesto en función por los agentes del

orden públicotanto a nivel local como estatalpara conducir una investigación efectiva

y así, librar una lucha efectiva contra el crimen asignado.

� Sugerencias en término de recursos para controlar el crimen asignado.

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o Incluya ejemplos de recursos financieros, infraestructurales y

operacionales que serían necesarios para controlar la incidencia del crimen

asignado. También, puede incluir cualquier otro recurso que usted

entienda necesario para el control del crimen asignado.

� Consecuencias económicas y políticas de este problema a nivel nacional e

internacional.

En la preparación del tema se deben consultar al menos tres (3) fuentes de información

confiables. Recuerde que su trabajo debe ser original y debe dar crédito a la fuente

cuando cita o parafrasea. El trabajo escrito será evaluado con los Anejos A, B y F.

El trabajo final debe incluir una presentación oral elaborada en PowerPoint. El facilitador

indicará el tiempo sugerido de acuerdo al tamaño de la clase. Las presentaciones serán

evaluadas con el Anejo C. (Refiérase al Anejo I para detalles y temas)

Portafolio Digital

El Digital Performance Portfolio Assessment debe ser uno de los instrumentos para

evaluar el progreso lingüístico y académico de los estudiantes. Debido a la naturaleza del

modelo bilingüe instruccional, el facilitador debe documentar que el estudiante esté

progresando hacia la meta de dominar dos idiomas académicamente. El portafolio debe

cumplir con los estándares establecidos. El facilitador subirá el documento Digital

Performance Portfolio AssessmentHandbook a la plataforma electrónica Blackboard de

la cual los estudiantes podrán accederlo.

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Escala Evaluativa:

Se aplicará la curva estándar para evaluar en este curso:

100 – 90% A

89 – 80% B

79 – 70% C

69 – 60% D

59 – 0% F

Libro(s)

Jeffery, Walker & Craig, Hemmens. (2011). Legal Guide for Police: Constitutional

Issues (9th ed.). Burlington MA: Anderson Publishing. ISBN:978-1-4377-5588-

6. Precioestimado: $35.00.

Burns G. Ronald & Crawford, Charles (2002).Policing and Violence(Revised ed.). New

Jersey, New York: Prentice Hall. ISBN: 0-13-028437-8. Estimated Price: $55.00.

Libro(s) Electrónico(s)

Judicial Process: Law, Courts, and Politics in the United. (2012)

http://books.google.com/books?id=x7fOVPmlS4MC&pg=PA247&dq=police+an

d+judicial+changes+in+the+US&hl=en&sa=X&ei=NwdvUefxM5SC8AS_2ICw

BQ&sqi=2&ved=0CEUQ6AEwBA#v=onepage&q=police%20and%20judicial%2

0changes%20in%20the%20US&f=falsePrecio Estimado: Gratuito – Google

Books

Updated 01/14/2013

http://books.google.com/books?id=x7fOVPmlS4MC&pg=PA247&dq=police+and+judicial+changes+in+the+US&hl=en&sa=X&ei=NwdvUefxM5SC8AS_2ICwBQ&sqi=2&ved=0CEUQ6AEwBA%23v=onepage&q=police%20and%20judicial%20changes%20in%20the%20US&f=false





Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual LanguageImmersionModel®”

del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el idioma

especificado. Los idiomas serán alternados en cada taller para asegurar que el

curso se ofrezca 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de lenguaje deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles dentro y fuera de la institución. El convertirse en un profesional

bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de

diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará

Updated 01/14/2013


si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá la nota existente en un

grado.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la

nota existente en dos grados.

5. La asistencia y participación en actividades en la clase y presentaciones orales es

extremadamente importante pues éstas no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad que requiera repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las

Updated 01/14/2013


reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que

sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssignTM de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su

universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual

del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso

de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes

deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de

documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.

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10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y parientes no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder a las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.

Algunos de éstos son:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/(alquiler)

• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/(compra)

Updated 01/14/2013

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/

http://www.apastyle.org/

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requirieran o desearan hacer una investigación, o la

administración de cuestionarios o entrevistas, éstos deberán referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a

los formularios de la Oficina de Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite. Además de los formularios el estudiante/facilitador podrá encontrar las

instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: Institutional Review Board (IRB), Health Information Portability and

Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR).

Si el facilitador o el estudiante requirieran o desearán una investigación o la

administración de cuestionarios o entrevistas, éstos deberán referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para

acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar

las instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: IRB Institutional Review Board (IRB), Health Information Portability

Updated 01/14/2013

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp



and Accountability Act (HIPAA), y Responsibility Conduct for Research Act

(RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas” y “modelos mentales” que utilizamos

para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con

las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

Updated 01/14/2013


estudiantes y motivar a los mismos a analizar, interpretar, predecir información y

aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“fromwholetoparts”). Ambas partes deben entenderse en el contexto del

todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en

contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

y no sólo el memorizar las respuestas “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer de la evaluación

5. parte esencial de dicho proceso, asegurando de que ésta provea a los estudiantes con

información sobre la calidad de su aprendizaje.

6. La evaluación debe servir como una herramienta de auto-análisis.

7. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

8. El aprendizaje debe ser controlado internamente y analizado por el estudiante.

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STUDY GUIDE

Course Title: Policing and Judicial Changes

Code: CRJU 540

Credits: 3

Time Length: 5 weeks

Pre-requisite: None

Description:

Study of the dynamics surrounding the role of the police and the operational changes

caused by the legislative and judicial interpretations. It will analyze the effect this has on

the criminal investigation and the way they affect the rights of people who commit

crimes.

General Content Objectives:

At the end of course, the student will be able to:

1. Know, Understand, and Explain the police “policing” function.

2. Analyze, based on court decisions, operational changes, and adjustments that

have to be developed by the police, when courts issue opinions that vary

dramatically, usual course of operations in the field of research, and

intervention with citizens.

3. Study the impact of new court decisions and case law in the following processes:

identification of suspects, arrests, search & seizure, court hearings, rules of

criminal procedure, rules of evidence, legislation amending the criminal law

and / or create new crimes, any situations rising from the application of the

Traffic Law and other functions of prevention, care and protection of life and

property.

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4. Describe the constitutional amendments directly related to changes on police

operation and case law that has impacted the role of the police.

5. Understand the investigative procedures used by the police, the limitations in their

diligence in the field and potential legal disputes that may arise in their

employment as required by law.

6. Consider the social and technological changes nationally and globally and to

project how these could affect the future role of the police nationwide.

General Language Objectives:

a. Listening: Understand the function and operation of the police.

b. Speaking: Discuss and analyze the various court decisions that affect the daily

operation of the police, and possible constitutional conflicts that have led tothe

creation of these rules.

c. Reading: Analyze data related to the role of the police, court decisions affecting

the operation of the police, and its implementation through different research

methods used by the system.

d. Writing: Draft documents relating to the themes of the role of the police as well

as, on the effect of judicial decisions in daily operations and future importance

nationally and globally arising from the different social and technological

changes.

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

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� Language Lab Minimum Requirement: Students must demonstrate that they

have complied with the hours of language lab or e-lab usage for each language

(English and Spanish) per course. The facilitator may require a higher number of

hours for language lab practice based on the language needs for listening,

speaking, reading, and writing skills in either or both languages. The total

amount of language lab or e-lab hours is integrated in the activities for each

workshop in the module.

Description of the Evaluation Process:

Criteria Workshop Appendix Percentage

Attendance 1-5 15%

Test 5 15%

Written assignments 1-5 20%

Class discussions 1-5 10%

Oral Presentations 3,5 15%

Digital portfolio 1-5 See the manual 5%

Final Research Project 5 20%

Total 100%

Attendance

Attendance and class participation – (Workshops 1 and 3 – Spanish; Workshops 2 and 4 -

English; Workshop 5 – English/Spanish) (Appendix H)

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a. Attendance to every workshop is mandatory. The student will receive 15 points per

class. Absences will affect the final grade. The following criteria will also be evaluated:

b. Mastery of the material discussed in class.

c. Completion of assigned work.

d. Turn work in on time.

Attendance is requisite in order to pass the class.

Test

A test will be administered in the last workshop (5). The test should be written in both

languages, Spanish and English (50% and 50%). The format of the test may be objective,

short questions or essay questions at the discretion of the facilitator. The answers on

correct answers on the test will demonstrate mastery of the content and language skills

required in this course.

Grading Scale:

The following grading scale will be applied to the test:

100 – 90% A

89 – 80% B

79 – 70% C

69 – 60% D

Reflective Journal

The Reflective Journal must be written in English in a narrative essay form, one page

long, in APA style on a weekly basis. The reflective journal is a continuous narrative

where the student will write everything that documents the growth of his/her knowledge

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in class. The journals will be part of the digital portfolio grade and should be included

inside the portfolio. (Refer to the Digital Performance Portfolio Handbook.)

Analytical Essays (Workshops 1, 2, 3, 4,5 – Appendix F)

a. The essays will be about the following topics:

� Analytical APA essay, written in Spanish, where the students will explain the

different roles of the police as a government entity. It must include a discussion

from the origin of the police to their security and political role as the law

enforcement authority. The essay will be submitted in workshop one.

� APA Essay, written in English, that summarizes the case assigned. The essay

must include a narrative of the facts, controversy of the case, court decision and

reasoning of the court. It will be submitted in the second workshop.

� APA essay that discusses the last ten years of technology advances used by the

police through their criminal investigations and the possible constitutional

challenges that this new technology may bring using the following U.S. Bill of

Rights Amendments: IV, V, VI, VII, VIII and XIV. The essay should include a

minimum of two (2) pages and must be submitted in workshop three.

� APA rules about undercover operations under federal agencies (FBI), the protocol

in place, in terms of authorization, monitoring, and control of these operations.

Also, the students should include an analysis of the constitutional and legal issues

that may take place in these sensitive operations. The essay must include a

minimum of three (3) pages and should be submitted in workshop four (4).

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� APA essay, in Spanish, that discusses the assigned crime. Students must refer to

Appendix I to complete this essay. The essay must include a minimum of four (4)

pages and it will be submitted in workshop five (5).

Final Written Report and Oral Report

Each student will prepare an essay with a minimum of four (4) pages related to the the

new modality of crime assigned. Both exercises can be individual and/or in a group

depending upon the size of the class and the facilitator’s indications. The report must

include the following topics:

� Brief description of the crime together with it elements.The elements of a crime are a

series of components which must be present in order for it to be demonstrated that

someone is guilty of a crime.

� The development and different modalities, if more than one, of that specific crime.

� The government agencies and departments that have the duty with the control and

monitoring of that crime (state agencies [Florida only] and federal agencies).

� Research and evaluation of new case law and its influence at an operational level in

the control and monitoring of the assigned crime.

� All other efforts and adjustments at all levels (state and federal) made by law

enforcement to effectively investigate and control the occurrence of the assigned

crime.

� Evaluation of the laws and available recourses of law enforcement to effectively

manage and control the occurrence of the assigned crime.

� What would you do differently to create a better enforcement and control of that

specific crime?

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o Include examples of financial, operational, and infrastructure resources

that will be needed to be put in place in order to control that crime

occurrence. Also, include any other resources that, from your point of

view, should be included.

� What are the economic and political consequences of this crime at a national and

local level?

In preparation for this topic, a minimum of three (3) reliable sources of information

must be used. Remember that your work must be original and appropriate credit should

be given to the original source. The report will be evaluated using Appendixes A, B and

F.

The final project will include an oral presentation developed on PowerPoint. The

facilitator will indicate the length of the presentation will depend on the size of the class.

The oral presentation will be evaluated using Appendix C. The written part of the final

Project will be written in Spanish and the oral presentation will be in English to comply

with the bilingual format of Workshop 5. (Refer to Appendix I for further instructions

and topics.)

Digital Portfolio

Each student must prepare a digital portfolio. Prior to the first workshop, the facilitator

must upload the last edition of the official Digital Performance Portfolio Assessment

Manual to Blackboard. During the first workshop, the facilitator must discuss in detail

the process and expectations of the use of the digital portfolio to demonstrate linguistic

and academic progress to achieve the goal of becoming a dual language professional.

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Grading Scale:

The following grading scale will be applied in this course:

100 – 90% A

89 – 80% B

79 – 70% C

69 – 60% D

59 – 0% F

Book(s)

Jeffery, Walker & Craig, Hemmens. (2011). Legal Guide for Police: Constitutional

Issues (9th ed.). Burlington MA: Anderson Publishing. ISBN:978-1-4377-5588-

6. Precioestimado: $35.00.

Burns G. Ronald & Crawford, Charles (2002).Policing and Violence(Revised ed.). New

Jersey, New York: Prentice Hall. ISBN: 0-13-028437-8. Estimated Price: $55.00.

E-Book (s)

Judicial Process: Law, Courts, and Politics in the United. (2013)

http://books.google.com/books?id=x7fOVPmlS4MC&pg=PA247&dq=police+an

d+judicial+changes+in+the+US&hl=en&sa=X&ei=NwdvUefxM5SC8AS_2ICw

BQ&sqi=2&ved=0CEUQ6AEwBA#v=onepage&q=police%20and%20judicial%2

0changes%20in%20the%20US&f=false Estimated Price: Free–Google Books

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Description of Course Policies

1. This course follows the SistemaUniversitario Ana G. Méndez, Inc. Discipline-Based

Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first

twohours will be in Spanish and the last two hours in English. The 50/50 model

does not apply to language courses where the delivery of instruction must be

conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

that students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason

for the absence. If it is justified, the facilitator will decide how the student will make

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up the missing work, if applicable. The facilitator will decide on the following: allow

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

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or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments.It is the student’s

responsibility to read the university’s plagiarism policy. If you are a UT student, read

Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to

Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day of

class. The Facilitator must discuss the approved changes with students in the first

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing the SUAGM

e-mail address, phone number, hours to be contacted, and days available.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

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11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/(rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/(buy)

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

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http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an interview individuals, he/she must comply with

the norms and procedures of the Institutional Review Board Office (IRB) and ask

for authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability and Accountability

Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

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Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

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to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.

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TALLER UNO

Objetivos específicos de contenido

Al finalizar el taller, los estudiantes serán capaces de:

1. Comprender la función pública de la policía (“policing”).

2. Conocer la trayectoria histórica y evolución de agencias de orden públicoen el

ámbito federal con referencias comparativas a las (organizaciones estatales y

locales) de Florida.

3. Identificar los diferentes departamentos que forman y ayudan a llevar a ejecutar la

función de la policía.

Objetivos específicos de lenguaje


1. Escuchar: Entender la función pública de la policía.

2. Hablar: Discutir los conceptos que fundamentan la historia y evolución del orden

público y la policía.

3. Leer: Resumir la función y estructura organizacional agencias de orden público a

nivel federal y estatal.

4. Escribir: Elaborar un escrito donde se discuta la función de la policía como

fuerza de seguridad encargada de mantener el orden público y como departamento

de gobierno encargado de que se cumplan las leyes dispuestas por el estado o

nación.

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Enlaces electrónicos

Biblioteca virtual

http://bibliotecavirtualut.suagm.edu/

APA

http://www.suagm.edu/umet/biblioteca/pdf/guia_apa_6ta.pdf

http://www.slideshare.net/myrrodriguez/manual-estilo-apa-6ta-edicin

Glosario Definiciones

http://www.thefreedictionary.com/political+science

http://www.oxfordreference.com/view/10.1093/acref/9780195123715.001.0001/acref-

9780195123715

US Government History:

http://www.usa.gov/Citizen/Topics/History-American.shtml

Documentos Históricosy Archivos en General

http://www.usa.gov/Topics/Reference-Shelf/Documents.shtml

http://www.archives.gov/historical-docs/

http://www.ushistory.org/documents/

Asignaciones antes del taller

1. Lea el módulo cuidadosamente y venga preparado para aclarar cualquier duda en

referencia al mismo ya sea, temas, tareas o evaluación de ser necesario.

2. Lea los enlaces electrónicos recomendados y otros materiales de referencia para la

discusión en clase. Lea cuidadosamente el contenido de este taller establecido por

los objetivos específicos y las matrices valorativas ya que se utilizarán para

evaluar su conocimiento, participación y habilidades lingüísticas.

Updated 01/14/2013




http://www.thefreedictionary.com/political+science

http://www.oxfordreference.com/view/10.1093/acref/9780195123715.001.0001/acref-9780195123715

http://www.oxfordreference.com/view/10.1093/acref/9780195123715.001.0001/acref-9780195123715

http://www.usa.gov/Citizen/Topics/History-American.shtml

http://www.usa.gov/Topics/Reference-Shelf/Documents.shtml

http://www.archives.gov/historical-docs/

http://www.ushistory.org/documents/


3. Investigue el vocabulario clave del taller en la red electrónica y elabore un

glosario para entregar con el vocabulario clave de la lección.

4. Elaboré un Ensayo analíticosiguiendo el modeloAPA donde se expliquen todas

las facetas o funciones de la policía. El ensayo debe incluir una discusión

profunda acerca de las funciones de la policía desde la función de seguridad hasta

su función gubernamental y política como entidad encargada de velar por el

cumplimiento de la ley.

5. Leer información acerca de la historia del orden público en los Estados Unidos

6. Investigar y organizar una gráfica donde se señalen los diferentes departamentos

de ley y ordende la Florida(Estatal, Condado y Ciudad) y las funciones

principales de cada uno de esos departamentos.

7. Laboratorio de Idiomas/Laboratorio Electrónico: Tome el examen de

ubicación de idiomas del programa TELL ME MORE y realice los ejercicios

interactivos en el Laboratorio de idiomas de acuerdo al nivel de inglés y de

español que Ud. haya recibido. Entregue el formulario del Laboratorio de Idiomas

firmado asegurando que Ud. ha hecho los ejercicios asignados a su nivel por

semana.

Vocabulario clave de la lección

1.Policía

2.Agencia Federal

3.Policía Estatal

4.Oficina del Alguacil(Sheriff’s Office)

5.“Policing”

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Lista de materiales suplementarios para el taller

1. Organizador gráfico KWL

2. Glosario de la lección

3. Material investigado

4. Caballete de Hojas Sueltas

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Componentes de SIOP(ShelteredInstructionObservationProtocol): La “X” en la línea

indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a

mejorar su dominio de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección B.Scaffolding _X_ Adaptación del contenido _X_ Modelaje _X_ Enlaces con el conocimiento previo _X_ Práctica dirigida _X_ Enlaces con el aprendizaje previo _X_ Práctica independiente _X_ Estrategias incorporadas _X_ Instrucción comprensible Estrategias de CALLA(Cognitive Academic Language Learning Approach) El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a los estudiantes. _X_ Cognitiva 1)_______________________ 2)_______________________ _X_ Metacognitiva 1)_______________________ 2)_______________________ _X_ Socioafectiva 1)_______________________ 2)_______________________

C. Opciones de agrupamientoD. Integración del proceso

_X_ Grupo completo _X_ Escuchar _X_ Grupos pequeños _X_ Hablar _X_ Trabajo en parejas _X_ Leer _X_ Trabajo independiente _X_ Escribir E. Aplicación (Actividades)

_X_ Dinámicas _X_ Significativas y relevantes _X _Rigurosas _X_ Vinculadas a los objetivos _X_ Promueven la participación

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Actividades integradas

1. El facilitador realizará un ejercicio rompe hielo para que el grupo se conozca.

2. El facilitador discutirá los objetivos y la evaluación del curso. Asimismo,

explicará y aclarará las dudas sobre el curso, el módulo y su uso.

3. El facilitador invitará a los estudiantes a completar las dos primeras columnas del

organizador gráfico K-W-L sobre su conocimiento existente y lo que desean saber

sobre el tema de aprendizaje de este taller.

4. El facilitador desarrollará una corta presentación donde explicará el trasfondo

histórico de los Derechos Humanos.

5. Los estudiantes discutirán junto al facilitador las palabras del vocabulario clave de

la lección.

6. En grupos pequeños, los estudiantes discutiránsus análisis en referencia a las

diferentes fases o funciones de las agencias de orden público y ofrecerán,

ejemplos de cada una. Los ejemplos serán presentados al resto de la clase a la vez,

que señalan los puntos más importantes de su análisis grupal.

7. El facilitador y los estudiantes discutirán las gráficas que describen la

organización de las agencias de orden público enFlorida.

8. El facilitador explicará la organización de los diferentes cuerpos del orden público

a nivel federal.

9. Los estudiantes de forma individual compararán la organización de agencias

orden público federales con la organización de agencias de orden públicoestatales

y buscarán semejanzas y diferencias entre ambas. Los análisis serán discutidos en

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mesa redonda con el facilitador. Cada estudiante debe entregar una hoja con su

análisis al facilitador.

10. El facilitador repasará de forma general los conceptos discutidos y contestará

cualquier pregunta o duda en referencia al tema.

11. El facilitador discutirá las tareas para el próximo taller además, de asignar el tema

a cada estudiante para las presentaciones del próximo taller.

Evaluación

1. Individual: Los estudiantes redactarán su diario reflexivo acerca del contenido

del taller. Referirse al manual del portafolio digital.

2. Grupal:Los estudiantes participarán en la discusión acerca de las diferentes

funciones o facetas de las agencias de orden publico

3. Escrita: Los estudiantes analizarán de forma escrita las semejanzas y diferencias

entre la organización de la policía federal y la policía estatal.

4. Oral/Auditiva:Los estudiantes presentarán en alta voz sus análisis con sus

ejemplos acerca de la funciones o facetas de las agencias de orden público

Updated 01/14/2013


Cierre del taller

1. Individual:Los estudiantes participarán en una actividad denominada “Saquen el

boleto,” en la cual tendrán la oportunidad de resumir lo que han aprendido en este

taller, reflexionar sobre qué significa para ellos lo aprendido, relacionarlo con lo

que saben, considerar cómo aplicarlo y pensar qué esperan aprender en el taller

próximo.Para esta actividad utilizarán la tabla K-W-L y completarán la última

columna.

2. Grupal:Los estudiantes prepararán un programa noticioso informando lo que

aprendieron en este taller.

Updated 01/14/2013


WORKSHOP TWO

Specific Content Objectives

At the end of the workshop, students will be able to:

1. Identify the US Constitutional Amendments that are directly related to the field of

Law Enforcement.

2. Understand the effect of the selected US Constitutional Amendments to the field of

Law Enforcement.

3. Know the court decisions and case law that has impacted Law Enforcement functions.

Specific Language Objectives


1. Listening: Validate the importance of the US Constitutional Amendments on Law

Enforcement functions.

2. Speaking: Discuss and identify key cases that set the scenario for judicial decisions

and new procedures.

3. Reading: Summarize research-based information on cases.

4. Writing: Develop a document where the student will analyze and summarize

jurisprudence that created changes in police work operational performance.

Electronic Links (URLs)

Virtual library


APA


Updated 01/14/2013




http://owl.english.purdue.edu/owl/resource/560/01/

US Constitution

http://www.archives.gov/exhibits/charters/constitution.html

http://www.law.cornell.edu/constitution/

US Bill of Rights

http://www.archives.gov/exhibits/charters/bill_of_rights.html


Landmark Supreme Court Cases

http://www.uscourts.gov/EducationalResources/ConstitutionResources/LegalLandmarks/

LandmarkSupremeCourtCases.aspx

Assignments before the Workshop

1. Review and Summarize the following Amendments of the US Bill of Rights:

a. Amendment IV

b. Amendment V

c. Amendment VI

d. Amendment VII

e. Amendment VIII

f. Amendment XIV

2. Prepare an Essay along with an oral presentation using Power Point. The essay

should summarize the case assigned. The case summary must include:

a. The parties of the case

b. Facts of the case ( Students shall use their own words)

c. Controversy or Question to the court

d. Decision, and the arguments used by the court to support the decision.

Updated 01/14/2013


http://www.archives.gov/exhibits/charters/constitution.html




http://www.uscourts.gov/EducationalResources/ConstitutionResources/LegalLandmarks/LandmarkSupremeCourtCases.aspx

http://www.uscourts.gov/EducationalResources/ConstitutionResources/LegalLandmarks/LandmarkSupremeCourtCases.aspx


e. Immediate impact on Law Enforcement operations or case significance for

law enforcement operational function.

*Please refer to Appendix G to see the list of available cases for the

exercise. The facilitator may add or eliminate cases as needed depending

on the size of the class.

3. Search for the definitions of the core vocabulary words on the Internet and other

printed resources (E-lab activity).

4. Language Lab/E-Lab:Continue working on completing the twenty hours (20)

hours of the language lab.

Core Vocabulary

1. U.S. Constitution

2. Bill of Rights

3. Amendments to the Constitution

4. Common Law

5. Case Law

6. Controversy (legal case)

List of Supplementary Materials for the Workshop

1. Core Words Glossary

2. Field-Related Literature(Cases)

3. PowerPoint presentations

Updated 01/14/2013


SIOP Components (Sheltered Instruction Observation Protocol):The “X” on the line

indicates the teaching strategies that will be used in each class to support and increase

students’ linguistic and academic performance.

A. Lesson Preparation B. Scaffolding _X_ Adaptation of Content _X_ Modeling _X_ Links to Background Knowledge X__ Guided Practice _X Links to Past Learning X__ Independent Practice _X_ Strategies Incorporated X__ Comprehensible Input CALLA Strategies (Cognitive Academic Language Learning Approach) The facilitator must specify the CALLA learning strategy/strategies that will be used in the lesson and explain each one to the students. X__ Cognitive 1)_______________________ 2)_______________________ X__ Metacognitive 1)_______________________ 2)_______________________ _X_ Social/Affective 1)_______________________ 2)_______________________

C. Grouping Options D. Integration of Processes _X_ Whole Group _X_ Listening _X_ Small Group _X_ Speaking __ Partners _X_ Reading _X_ Independent Work _X_ Writing E. Application (Activities) _X_ Dynamic _X_ Meaningful/Relevant _X_ Rigorous _X_ Linked to Objectives

_X_ Promote Engagement

Updated 01/14/2013


Integrated Activities

1. The facilitator will lead a review activity on Workshop One.

2. The facilitator will guide a group discussion of the core vocabulary words and its

relevance to the workshop topic.

3. The facilitator will explain the structure of the U.S. Constitution and the

importance of the U.S. Bill of Rights to the field of law enforcement.

4. The students, in pairs, will be assigned by the facilitator, a selected Amendment

from the Bill of Rights. Each pair should discuss their summary about the main

points of the assigned amendment and discuss their findings with the class.

5. Using a PowerPoint presentation, the facilitator will explain to the students what

“case law” means and how judicial decisions become law based in the Common

Law system of the United States.

6. The students will present their oral presentations about the cases.

7. In groups, with different cases, the students will review their own assigned court

case against the other members of the group. Each group should create a common

listing of the specific amendment challenges in each case and the reasoning that

the court used to solve the case.

8. The students, together with the facilitator, in a round table discussion, will

analyze each group’s findings from the prior exercise and will create a graph that

summarizes all the information discussed.

9. The facilitator will clarify any remaining questions or doubts about the workshop

and discuss the homework for the next workshop.

Updated 01/14/2013


Assessment

1. Individual: Students will write their self-reflection on the content of the

workshop. They must refer to the Digital Performance Portfolio Assessment

Handbook for the template pertaining to this activity.

2. Group: Students will debate the importance of the U.S. Constitution and the Bill

of Rights.

3. Written: Students will discuss the cases to create a list of court decisions that

have modified federal and state laws.

4. Oral: The students will discuss each case to learn about the court reasoning and

decisions.

Lesson Wrap-Up

1. Individual: Students will complete an individual graph that highlights each

relevant court reasoning and court decision.

2. Group: In small groups the students will discuss a new concept or idea learned in

the workshop. Finally, students will share their reflection with the whole class.

Updated 01/14/2013


TALLER TRES



1. Identificar los diferentes avances tecnológicos utilizados por las agencias de orden

público durante la investigación criminal.

2. Demostrar conocimiento sobre los retos constitucionales que puedan surgir a raíz

del uso de la nueva tecnología.

3. Conocer el Título II (2) del “USA PATRIOT Act” y como esté afecta el proceso

de investigación en cuanto a las labores de vigilancia a nivel federal.

Objetivos específicos de lenguaje


1. Escuchar: Entender las función y uso de los diferentes avances tecnológicos

durante la etapa de investigación criminal.

2. Hablar: Describir los diferentes retos constitucionales que puedan surgir por el

uso de la nueva tecnología.

3. Leer: Clasificar los diferentes artículos que componen el Título 2 del “USA

PatriotAct”

4. Escribir: Resumirán la importancia y función del “USA Patriot Act”, Título 2, a

nivel federal.

Enlaces electrónicos

Biblioteca Virtual


APA

Updated 01/14/2013





Bill of Rights


USA Patriot Act

http://www.justice.gov/archive/ll/highlights.htm

Core Vocabulary

http://www.britannica.com/

http://www.encyclopedia.com/


1. Investigue y desarrolle un ensayo estilo APA donde describa los diferentes

avances tecnológicos utilizados por la policía en los últimos 10 años en el proceso

de investigación a nivel federal y estatal. Luego, analicé e integrede acuerdo con

la discusión de las Enmiendas de la Carta del Ciudadano de los Estados Unidos,

“Bill of Rights”(Enmiendas IV, V, VI, VII, VIII y XIV) llevada a cabo durante el

taller anterior (Taller 2) cual o cuales se afectarían por el uso de la nueva

tecnología. Este ensayo debe ser entregado y el mismo debe contener un mínimo

de dos (2) páginas.

2. Investigue las definiciones de las palabras del vocabulario clave del taller y

elabore un glosario (laboratorio electrónico).

Updated 01/14/2013





http://www.britannica.com/

http://www.encyclopedia.com/


3. Desarrolle una gráfica donde se explique la función, importancia de los diferentes

artículos que componen el Título 2 del “USA Patriot Act”. La gráfica será para

entregar.

4. Laboratorio de Idiomas/Laboratorio Electrónico: Complete horas para ser

registradas en el registro de horas del laboratorio de idiomas.

Vocabulario clave de la lección

1. USA Patriot Act

2. Investigación criminal

3. Poder de Vigilancia ( Agentes/Policía)

4. Telecomunicaciones privadas

5. Comunicaciones electrónicas

6. Ordenes de Vigilancia (“Surveillance Warrants”)

Lista de materiales suplementarios para el taller

1. Vocabulario de la lección

2. Material de lectura suplementario

3. Caballete de Hojas Sueltas (“Easel Pad”)

Updated 01/14/2013


Componentes de SIOP (ShelteredInstructionObservationProtocol):La “X” en la línea indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a mejorar su dominio de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección B.Scaffolding _X_ Adaptación del contenido _X Modelaje _X_ Enlaces con el conocimiento previo _X_ Práctica dirigida _X Enlaces con el aprendizaje previo _X Práctica independiente _X_ Estrategias incorporadas X__ Instrucción comprensible Estrategias de CALLA(Cognitive Academic Language Learning Approach) El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a los estudiantes. _X_ Cognitiva 1)_______________________ 2)_______________________ _XMetacognitiva 1)_______________________ 2)_______________________ _X_ Socioafectiva 1)_______________________ 2)_______________________

C. Opciones de agrupamientoD. Integración del proceso

_X_ Grupo completo _X_ Escuchar _X_ Grupos pequeños _X_ Hablar _X_ Trabajo en parejas _X_ Leer _X_ Trabajo independiente _X_ Escribir E. Aplicación (Actividades)

_X_ Dinámicas _X_ Significativas y relevantes _X _Rigurosas _X_ Vinculadas a los objetivos _X_ Promueven la participación

Updated 01/14/2013


Actividades Integradas

1. Los estudiantes repasarán el contenido del taller anterior usando la actividad

llamada “Células de aprendizaje.” Para esta actividad, los estudiantes

desarrollarán preguntas acerca del taller anterior y luego trabajarán con un

compañero, haciendo y respondiendo preguntas alternadamente.

2. El facilitador guiará una discusión acerca del uso de la tecnología y el trabajo

investigativo de la policía. Además, de explicar la importancia de la tecnología y

los cambios en forma general, que la misma ha llevado al procedimiento de la

investigación criminal.

3. El facilitador dividirá a los estudiantes en cinco (5) grupos donde se discutirán

los avances tecnológicos de los últimos (diez) años y el efecto de esta nueva

tecnología sobre las enmiendas de la Constitución que protegen los derechos de

los ciudadanos “Bill of Rights” como fue asignado en las tareas del taller. Una

vez los estudiantes discutirán sus hallazgos en torno a la comisión asignada

elaborarán una presentación sencilla donde comunicarán sus hallazgos al resto del

grupo.

4. El facilitador ofrecerá una discusión breve en referencia al origen y propósito

general del “Patriot Act” además, de introducir el Título 2 del acta.

5. Utilizando un organizador gráfico, el facilitador junto a los estudiantes dividirán

el Titulo 2 del “Patriot Act” en sus diferentes artículos que lo componen.

6. En grupos los estudiantes y utilizando el organizador gráfico desarrollado

discutirán los artículos asignados a cada grupo por el facilitador y definirán el

Updated 01/14/2013


propósito y relevancia de dicho artículo en la función investigativa de la policía

federal y estatal.

7. El facilitador conducirá una sesión de torbellino de ideas para explorar si existe la

posibilidad de añadir o eliminar otros artículos de ley bajo el Título 2 del “Patriot

Act” además, explicar el efecto de los correspondientes artículos en los derechos

del acusado o sospechoso.

8. El facilitador asignará los temas a discutirse en el proyecto final, “The Crimes of

the New Millenium”. Los temas serán asignados a discreción del facilitador y se

presentarán en el quinto taller.

9. El facilitador discutirá las tareas para el próximo taller.

Evaluación

1. Individual: Los estudiantes redactarán su diario reflexivo acerca del contenido

del taller. Refiérase al manual del portafolio digital para una plantilla del diario.

2. Grupal: Los estudiantes analizarán los avances tecnológicos en conjunto con las

seleccionadas enmiendas constitucionales y analizarán el efecto de la tecnología

en la preservación de la privacidad y otros derechos básicos garantizados por la

constitución.

3. Escrita: Los estudiantes prepararán una gráfica con los artículos más importantes

del Título 2 del “Patriot Act” en referencia a la labor policiaca de vigilancia e

investigación. También, definirán por escrito la relevancia y propósito de los

artículos del Título 2 del “Patriot Act”.

Updated 01/14/2013


4. Oral/Auditiva: Los estudiantes participarán en la discusión de diferentes ideas

que puedan surgir en el futuro como posibles artículos para ser incluidos en el

Título 2 del U.S.A “PatriotAct” por el gobierno. Además, de discutir los efectos

de estos artículos en los derechos del acusado o sospechoso.

Cierre del taller

1. Individual: Cada estudiante discutirá con el compañero que se encuentre a su

lado los tópicos más importantes del taller.

2. Grupal:En pequeños grupos losestudiantes participarán en la

actividadCongresista por un minuto. Cada grupo tratará de acuerdo a la discusión

de los derechos de los acusados o sospechoso de definir posibles áreas donde sería

factible crear nueva legislación para lograr una más amplia protección al acusado

o sospechoso frente a la creciente amplitud de la capacidad investigativa de la

policía.

Para esta actividad los estudiantes pueden utilizar el formato siguiente:

1. Nuestro área se trata:_________________________________________________

______________________________________________________________________

2. Nuestro equipo concluyo que se podría ampliar los derechos de los acusados o

sospechosos de la siguiente manera:___________________________________________

________________________________________________________________________

________________________________________________________________________

Updated 01/14/2013


_____________________________________________________________________

3. Como ayudaría esta posible legislación a mantener una sociedad más segura en

términos de seguridad, función primordial de los cuerpos de orden y como a su vez

protegemos a los ciudadanos de los excesos de control del

gobierno:________________________________________________________________

________

________________________________________________________________________

______________________________________________________________________

4. Nuestra discusión demostró: ______________________________________________

______________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

Updated 01/14/2013


WORKSHOP FOUR

Specific Content Objectives


1. Know how “undercover operations”work from the authorizing, monitoring, and

control processes to legal aspects.

2. Understand the concept of “entrapment”, how will this affect the undercover

operation and the leading court decisions.

3. Learn what A “Confidential informant” is and the possible challenges that Law

Enforcement can come across when utilizing an informant in criminal

investigations.

4. Understand Law Enforcement work and the possible legal liabilities, immunities,

and defenses under Title 18 U.S.C. 241 and 242,Title 42 U.S.C. Sect. 1983 and

Title XLVI of Florida Law.

Specific Language Objectives


1. Listening: Understand “undercover operations” authorizing, monitoring, control

processes, and the legal aspects that surround this type of investigative procedure.

2. Speaking: Discuss the challenges of undercover operations, the use of

“Confidential informants”, and the concept of entrapment and Title 18 U.S.C. 241

and 242, Title 42 U.S.C. Sect. 1983 and Title XLVI of Florida Law.

Updated 01/14/2013


3. Reading: Comprehend the concept of entrapment and the leading court decisions

that serve as a guideline for this defense.

4. Writing: Write a document about “undercover operations” and the legal and

constitutional issues that may arise from that type of investigation. Summarize

theTitle 18 U.S.C. 241 and 242, Title 42 U.S.C. Sect. 1983 and Title XLVI of

Florida Law the elements of a claim under these sections, the defenses and

immunities.

Electronic Links (URLs)

Virtual library


APA style



FBI Undercover Operations

http://vault.fbi.gov/FBI%20Undercover%20Operations%20/FBI%20Undercover%20Ope

rations%20Part%201%20of%201/view

Title 42 U.S.C. Sect. 1983

http://www.constitution.org/brief/forsythe_42-1983.htm

Updated 01/14/2013




http://vault.fbi.gov/FBI%20Undercover%20Operations%20/FBI%20Undercover%20Operations%20Part%201%20of%201/view

http://vault.fbi.gov/FBI%20Undercover%20Operations%20/FBI%20Undercover%20Operations%20Part%201%20of%201/view

http://www.constitution.org/brief/forsythe_42-1983.htm


Assignments before the Workshop

1. Write an analytical essay following APA rules, about undercover operations

under the Federal Bureau of Investigation (FBI) and the protocol in place in terms

of the authorizing, monitoring, and control of these operations. Also, the students

should include an analysis of the constitutional and legal issues that may take

place in these sensitive operations. The essay must include a minimum of three

(3) pages.

2. Research and be prepared to discuss the “entrapment” concept, defined in your

own words; what it is and how it is used.

3. Read and brief the following two (2) cases:

a. Sherman vs. United States 356 US 369 (1958)

b. United States vs. Russell 411 US 423 (1973)

c. Hampton vs. United States 425 US 484 (1976)

Each case brief shall include the name of the parties involved, a narrative in the

students own words of the facts of the case, the controversy or issue of the case,

and finally, the court decision and reasoning.

5. Summarize in your own words Title 18 U.S.C. 241 and 242, Title 42 U.S.C. Sect.

1983 and Title XLVI of Florida Lawemphasized the elements of a claim under

Section 1983 and the defenses and immunities under both sections.

4. Language Lab/E-Lab: Continue working on completing the twenty (20) hours of

language lab.

Updated 01/14/2013


Core Vocabulary

1. Undercover operations

2. Undercover activities

3. Undercover employee

4. Informant(documented and undocumented)

5. Entrapment

6. Legal Defenses

7. Legal Immunities

8. Legal claim

9. Elements of a claim

10. Liabilities

11. Civil Liabilities

12. Administrative Liability

13. Criminal Liability

List of Supplementary Materials for the Workshop

1. Supplementary Materials

2. Vocabulary/glossary

3. Case

Updated 01/14/2013





A. Lesson Preparation B. Scaffolding _ XAdaptation of Content X Modeling _X_ Links to Background Knowledge X Guided Practice _X Links to Past Learning X Independent Practice __ XStrategies Incorporated X Comprehensible Input CALLA Strategies (Cognitive Academic Language Learning Approach) The facilitator must specify the CALLA learning strategy/strategies that will be used in the lesson and explain each one to the students. _ X_ Cognitive 1)_______________________ 2)_______________________ __ X Metacognitive 1)_______________________ 2)_______________________ __ XSocial/Affective 1)_______________________ 2)_______________________

C. Grouping Options D. Integration of Processes _X_ Whole Group _X_ Listening _X_ Small Group _X_ Speaking _X_ Partners _X_ Reading _X_ Independent Work _X_ Writing E. Application (Activities) _X_ Dynamic _X_ Meaningful/Relevant _X_ Rigorous _X_ Linked to Objectives


Updated 01/14/2013


Integrated Activities

1. The facilitator, along with the students, will take part in an activity known as

Learning Cells, to review the previous workshop. Students will individually

develop questions about any of the objectives covered in Workshop Three or

other learning activities. Working with a partner, they will alternate asking and

answering each other’s questions.

2. The facilitator will introduce the topic with a brief background of undercover

operations.

3. The students will share with the person next to them their findings about the

possible legal and constitutional issues of the undercover operations. Each group

has to mention at least two (2) legal issues or constitutional challenges, of these

types of investigations.

4. The facilitator will call students at random to present their definitions of

“entrapment.” what it is and how it can be avoided.

5. In groups, the students will present the case briefs assigned. Depending on the

size of the class the facilitator can divide the classroom in two groups to discuss

the cases or can each be assigned a part of the brief from every group.

6. The class will be divided in three (3) groups. Group One will discuss Title 42

U.S.C sect. 1983 elements of a claim and the defenses and immunities. Each will

make a list of the most important points included in the assigned part of the

document, the Title 42 U.S.C. Group two will discuss Title 18 U.S.C. Article 241

& 242 with the defenses and immunities. Group three will discuss Title XLVI of

Florida Law defenses, immunities and liabilities. After the discussion one student

Updated 01/14/2013


from each group will read the outcome to the class and everybody, along with the

facilitator, will set up a final listing from each group to be kept by the students as

a reference. *The facilitator may assign different groups depending on class size.

6. Individually each student will receive and read a copy of the case Owen vs. City

of Independence, 445 US 622 (1980). After each student individually reads the

case, the facilitator will divide the class in to three (3) groups to create a case brief

that includes facts, controversy, and court decisions. Once the students complete

the assigned portion of the case they will share it with the rest of the class.

7. The facilitator will lead a general discussion of police legal liability under the

case discussed, Owen vs. City of Providence, and the importance of being aware

of this issues as a criminal justice professional

8. The facilitator will outline and review, with the students, the main topics for the

test. Workshop 5.

9. The facilitator will discuss the homework for the next workshop.

Assessment

1. Individual: Students will write their self-reflection based on the content of the


Handbook for a template to complete this activity.

2. Group: Students will analyze different cases on entrapment and legal liability.

3. Written: Students will elaborate a list of the elements on a claim and the

immunities and defenses based on Title 18 U.S.C. 241 and 242, Title 42 U.S.C.

Sect. 1983 and Title XLVI of Florida Law.

Updated 01/14/2013


4. Oral: Students will explain the cases related to entrapment, the important

elements of a claim under Title 42 U.S.C. Sect. 1983, along with immunities and

defenses described in the code. Also, discuss orally a case on legal liabilities of

police officers. (Same suggestion, try to get criminal liability instead)

Lesson Wrap-Up

1. Individual: Every student will turn to the classmate on their left and share

something they learned in this workshop.

2. Group: Students will participate in an activity known as Simultaneous Round

Table. Divided in small groups, each student will receive a paper and a pencil.

The papers are labeled with a team number (rather than the students’ own

names)the paper will be passed around the group. The teacher will read aloud a

topic covered in this workshop. Students will be given two minutes to respond in

writing to the teacher’s prompt and then they will pass the papers to each group

member four or five times. Each time the paper is passed to a student, he or she

must read what is already on the list and then add additional ideas.

Updated 01/14/2013


Taller Cinco/Workshop Five

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad. ¡No mezcle los dos idiomas!

UTILICE SOLAMENTE UN IDIOMA

A LA VEZ! Las primeras dos horas

deberán ser en español, y las dos últimas

horas deberán ser en inglés.

NOTE: This is a bilingual workshop.

Both the facilitator and the student must

use the language assigned for each

homework and activity. Do not mix both

languages! USE ONE LANGUAGE AT

A TIME- KEEP BOTH LANGUAGES

SEPARATE!The first two hours must be

in Spanish. The last two hours must be

in English.



1. Evaluar los crímenes del nuevo milenio y la función de las agencias de orden

público en la lucha y sobre el control de estos crímenes.

2. Entender los efectos operacionales causados por los actos terroristas de

Septiembre 11 en las agencias de orden público tanto a nivel federal como estatal

y local.

3. Comprender el impacto del “USA PATRIOT Act” en lasfunciónes, de las

agencias de orden público federales, estatales y localesen el proceso investigativo

4. Entender el creación desarrollo y estructura organizacional del departamento de

Seguridad Nacional (Homeland Security).

Updated 01/14/2013


Objetivos específicos de lenguaje:

Al finalizar el taller, los estudiantes serán capaces de:)

1. Escuchar: Evaluar los retos futuros de las agencias de orden público federales,

estatales y locales en el surgimiento de nuevos crímenes y los factores

operacionales que estas nuevas modalidades imponen a las mismas.

2. Hablar:Analizar la restructuración del gobierno después de los incidentes del

9/11.

3. Leer:Entender los Títulos que modifican el manejo del proceso investigativo bajo

el USA PATRIOT Act y el impacto de esos artículos en la función de las agencias

de orden público.

4. Escribir: Redactar un ensayos analíticos en referencia a los retos futuros de las

agencias de orden público como también, sobre la restructuración del gobierno

después el 9/11 y la creación y desarrollo del departamento de Seguridad

Nacional(Homeland Security).

Enlaces electrónicos:

Biblioteca virtual


APA



Cyber Crimes

http://www.fbi.gov/about-us/investigate/cyber

Updated 01/14/2013




http://www.fbi.gov/about-us/investigate/cyber


USA PATRIOT Act


Homeland Security

http://www.dhs.gov/


Tareas a ser discutidas en las primeras dos (2) horas de instrucción:

1. Investigue y redacte un ensayo APA en español acerca del delito asignado en la

actividad final “Crimes of the New Millenium”. Refiérase al Anejo I para más

detalles en referencia a la estructura del trabajo. El ensayo debe contener un

mínimo de cuatro (4) páginas.

2. Complete un resumen en sus propias palabras que cubra desde el Título 3 hasta el

Título 10 del USA PATRIOT Act”. El resumen debe incluir los diferentes artículos

que componen cada Título del acta y sus objetivos.

3. Prepare una tabla organizacional del Departamento de Seguridad Nacional

(Homeland Security). La tabla debe ser de la creación original del estudiante. La

tabla debe mencionar cada Agencia su función.

Updated 01/14/2013


http://www.dhs.gov/


Assignments to be discussed during the last two hours of instruction (2):

1. Develop a PowerPoint presentation in English about the “Crimes of the

Millennium.” Please refer to Appendix I for further instructions.

2. Prepare an APA three (3) page essay discussing the government changes after 9/11

in terms of security and the creation/development of the Department of Homeland

Security.

3. Review the concepts discussed in the past workshop for the test.

4. Complete and bring the Digital Performance Portfolio Assessment.

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Vocabulario académico clave (Debe

reflejar los objetivos y conceptos claves

del taller.) Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.

1. Terrorismo

2. Contraterrorismo

3. Lavado de dinero

4. Institución Financiera

5. Crimen Organizado

6. Robo de Identidad

7. Crímenes Cibernéticos

8. Fraude por Computadoras

Academic Core Vocabulary (Must

reflect objectives and important concepts

of the workshop.) Verify that the student

masters the core vocabulary in both

languages.

1. Terrorism

2. Counterterrorism

3. Money Laundering

4. Financial Institution

5. Racketeering

6. Identity Theft

7. Computer Fraud

8. Cyber Crimes

List of Supplementary Materials for the Workshop:

1. Organizational Charts

2. PowerPointPresentations

3. Reading materials

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A. Lesson Preparation B. Scaffolding _X_ Adaptation of Content _X_ Modeling _X_ Links to Background Knowledge _X_ Guided Practice _X_ Links to Past Learning _X_ Independent Practice _X_ Strategies Incorporated _X_ Comprehensible Input CALLA Strategies (Cognitive Academic Language Learning Approach) The facilitator must specify the CALLA learning strategy/strategies that will be used in the lesson and explain each one to the students. _X_ Cognitive 1)_______________________ 2)_______________________ _X_ Metacognitive 1)_______________________ 2)_______________________ _X_ Social/Affective 1)_______________________ 2)_______________________

C. Grouping Options D. Integration of Processes _X_ Whole Group _X_ Listening _X_ Small Group _X_ Speaking _X_ Partners _X_ Reading _X_ Independent Work _X_ Writing E. Application (Activities) _X_ Dynamic _X_ Meaningful/Relevant _X_ Rigorous _X_ Linked to Objectives


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Actividades Integradas:

1. El facilitador repasará el material aprendido en el taller anterior y responderá

cualquier pregunta que surja por parte de los estudiantes.

2. El facilitador presentará mediante el uso de PowerPointguiará una discusión

general de los retos que presentan los nuevos crímenes en la función operacional

diaria de la policía a nivel estatal y federal.

3. Los estudiantes se dividirán en grupo para discutir desde el Título 3 hasta el

Título 10 del “USA PATRIOT Act” a cada grupo y según el tamaño se le

asignarán un título para ser discutido en grupo y luego, explicados al resto de la

clase.

4. En mesa redonda durante la discusión de los diferentes títulos del ‘USA

PATRIOT Act” el facilitador se asegurara que los estudiantes comprendan como

estos artículos han cambiado la labor diaria de las agencias de orden público.

Integrated Activities:

1. The facilitator, along with the students, will discuss the government changes after

9/11 and the creation and development of the Department of Homeland Security.

The discussion should be guided to emphasize how these changes impacted the

operational function of federal, state and local law enforcement agenciesThe USA

PATRIOT ACT tittles should be integrated as part of the discussion.

2. Students will share, with the rest of the class, their final project presentation about

the “Crimes of the Millennium”.

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3. Students will take the final test. The test should be written in two languages,

Spanish and English, 50% & 50%

4. Students will submit, to the facilitator, the digital portfolio that follows the Digital

Performance Portfolio Assessment Manual.

Assessment:

1. Individual: Students will write their self-reflection based on the content of the


Handbook for a template to complete this activity. Students will take a final exam.

2. Group: Students will analyze the government security changes after 9/11 and the

effect of these changes in the operational function ofthe police at state and federal

level.

3. Written: Students will write an essay about the creation and development of the

Department of Homeland Security

4. Oral: Students will make a presentation on the crime assigned. Also, they will

orally discuss the relevant titles of the “USA PATRIOT Act”.

Lesson Wrap-Up: LAST TWO HOURS OF THE WORKSHOP

1. Individual: Students will participate in an activity known as Letters. Students will

assume the identity of a person who believes they have discovered a new crime

modality. The student will explain the crime and describe what resources

currently exist to fight that crime.

2. Group: Divided in groups of three (3), students will summarize the content of the

course and identify specific parts of the course’s content that have impacted them.

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APÉNDICES / APPENDIXES

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AnejoA/Appendix A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

Updated 01/14/2013

http://www.wida.us/


“Can Do” Listening Rubric

National Proficiency Levels Criteria Starting

• Identifies objects • Names concrete objects • Points to picture/object of the word heard • Follows simple commands • Repeats words or simple phrases • Understands simple messages – gestures, pointing

Emerging

• Draws a picture • Requires continuous repetition • Follows verbal dictations • Checks-off words that were heard • Repeats information heard to determine comprehension • Understands slow speech and multiple repetitions

Developing • Understands more details of spoken language • Needs limited or no repetition and slow speech • Understands basic academic vocabulary which is frequently used in class discussion • Understands class discussions with some difficulty • Understands most of what was said

Expanding • Needs limited or no repetition at normal speed speech • Understands academic vocabulary used in class discussions • Understands class discussions with little difficulty • Understands nearly everything said

Bridging • Needs no repetition at normal speed speech • Understands elaborate academic vocabulary used in class discussions • Understands class discussions with no difficulty • Demonstrates a native-like English speaker’s understanding of what is said

Updated 01/14/2013


“Can Do” Speaking Rubric

National Proficiency Levels

Criteria

Starting • Names concrete objects • Responds a simple yes or no to questions • Repeats words or simple phrases • Uses one word commands • Mispronounces words making it difficult to be understood • Breaks speech into parts making comprehension difficult • Uses limited or no vocabulary to support message

Emerging • Uses a few more words to respond to questions although grammatically incorrect • Uses one-, two-, and multiple-word commands • Uses verb tenses interchangeably • Misuses words in daily speech • Repeats spoken words or phrases to improve understanding due to pronunciation flaws • Uses grammar and word order incorrectly • Uses vocabulary (emerging stage) to support oral messages

Developing • Responds using longer phrases/sentences • Initiates and carries out conversations; however, there may be interruptions due to thinking of th

correct words to say • Applies grammar and word order correctly most of the time • Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments. • Speaks with some hesitation • Uses vocabulary to support oral messages • Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding • Responds using elaborate phrases/sentences • Uses and interprets idiomatic expressions • Converses more fluently in social settings • Uses academic vocabulary frequently in class discussions • Participates in class discussions using academic content with slight hesitation • Misuse of grammar and word order seldom occurs and does not interrupt meaning • Pronounces most words accurately and clearly

Bridging • Speaks fluently • Uses elaborate academic vocabulary in all class discussions correctly • Participates in class discussion using academic content without hesitation • Uses appropriate vocabulary to support oral messages at all times • Uses correct grammar and word all the time • Speaks with native-like pronunciation and intonation

Updated 01/14/2013


“Can Do” Reading Rubric

National Proficiency Levels

Criteria

Starting • Lacks comprehension of a wide array of written material (not developed) • Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed) • Struggles with use of pre-reading and reading skills (not developed) • Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed) • Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging • Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

• Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks • Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging) • Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is • Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above) • Applying successful reading skills (as listed above) are still emerging

Developing • Comprehends a wide array of written material (as listed above) • Interprets basic graphs, charts, tables and forms • Applies correctly pre-reading and reading skills (as listed above) • Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging. • Understands the relationship between ideas (as listed above)-evidence of emerging.. • Uses strategic reading skills (as listed above) that are evident.

Expanding • Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy • Interprets increasingly complex graphs, charts, tables, and forms accurately • Applies pre-reading and reading skills (as listed above) very strongly • Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident • Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly • Understands the relationship between ideas (as listed above)-strongly evident. • Uses strategic reading skills (as listed above) with mature accuracy

Bridging • Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed • Interprets complex graphs, charts, tables, and forms accurately • Applies pre-reading and reading skills (as listed above)-fully developed • Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy • Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect) Demonstrates fully developed strategic reading skills (as listed above)

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“Can Do”Writing Rubric

National Proficienc Levels

Criteria

Starting • Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

• Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

• Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand the writing.

• Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

• Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

• Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging • Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to support main idea. Reader can still feel confused.

• Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

• Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,. but many words are still used incorrectly.

• Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

• Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are sig of improvement.

• Demonstrates emerging strategic writing skills.

Developing • Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is lef with unanswered questions.

• Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they distract the flow.

• Selects and uses words appropriately; however, they are not higher level and need more vigor.

• Formulates well-written sentences; however, style and structure of sentences are repetitious.

• Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by improving conventions.

• Utilizes strategic writing skills properly (now evident).

Expanding • Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea. Some readers’ questions can be answered, while others are left with doubt.

• Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order allow the proper flow of ideas.

• Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

• Writes with a definite style, and sentence structure is “catchy” with few mistakes.

• Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the writing.

• Applies mature strategic writing skills.

Bridging • Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answe • Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to conne

ideas. Reading flows and not dull. • Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing • There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm. • Excellent control of spelling, punctuation capitalization and other writing conventions. • Strategic writing skills are fully developed.

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Anejo B/Appendix B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC

Updated 01/14/2013


Six-Traits of Writing Rubric

Student’s Name:________________________________________ Date:_____________ Facilitator:__________________________________ Course: ______________________ Assignment:_____________________________________________________________ Instructions: This rubric will be used to evaluate all written work done by the student in both Englishand Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content) and write the score in the appropriate box. Select the criteria per level (6= highest, 1=lowest) that best reflects the student’s writing ability. Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you are evaluating in order to complete this rubric properly.

Criteria per Level (From Highest to Lowest)

Writing Traits 6 5 4 3 2 1 1. Ideas and Content

2. Organization 3. Voice

4. Word Choice 5. Sentence Fluency

6. Conventions Totals (Add all the totals down, then

across to obtain the Grand Total.) Grand

Total: Final Score:_________________ Scoring Scale: (36-0) Outstanding: 33-36 points = A Very Good: 29-32 points = B Satisfactory: 24-28 points =C Fair: 19-23 points =D Poor: 0-18 points = F

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Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

Updated 01/14/2013


Trait #2: Organization Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.


Updated 01/14/2013


Trait #3: Voice Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1 The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.


Updated 01/14/2013


Trait #4: Word Choice Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.


Updated 01/14/2013


Trait #5: Sentence Fluency Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

Updated 01/14/2013


Trait #6: Conventions Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.


Updated 01/14/2013


APÉNDICE C / APPENDIX C:

ORAL PRESENTATION RUBRIC

Updated 01/14/2013


/

AnejoC/Appendix C

Oral Presentation Rubric

Student: ______________________________________________________________

Topic: ___________________________________________ Date: _____________

Criteria Value Points Student’s Score

Presentation

Student holds attention of entire

audience with the use of direct eye

contact, seldom looking at notes.

10 point

Demonstration meets stated purpose

very clearly, showing control and

organization.

10 point

All aspects are outstanding and creative,

making the product a definite

contribution to the targeted area.

10 point

For scope of subject, very original, in

addition to appropriate, using a variety

of authentic-only resources.

10 point

Excellent knowledge of procedure;

effective delivery; time limit observed.

10 point

Interaction between students-students,

students-teacher, teacher-students is

fluent and effective at all times of the

demonstration.

10 point

Outstanding use of technology and/or

visual aids helped students grasp full

understanding of the content delivered

10 point

Updated 01/14/2013


through the technique.

Language

Demonstrates a command of standard

English (vocabulary, syntax and flow of

ideas)

10 point

Uses correct pronunciation of the language. 10 point

Student uses a clear voice with a good

projection and intonation.

10 point

Total Points 100 ( 70% content and 30%

language)

_________ Total score

Facilitator Signature: _________________________________________

Updated 01/14/2013


Anejo C/Appendix C

Matriz de Valoración de Presentación Oral

Nombre:__________________________________ Fecha:_________________

CRITERIOS VALOR PUNTOS OBTENIDOS

Presentación

Mantiene la atención de toda la audiencia utilizando el contacto visual directo y mirando las notas de ser necesario ocasionalmente.

10 puntos

Los movimientos son adecuados y ayudan a la audiencia a visualizar el contenido de la presentación.

10 puntos

El estudiante expone el perfil diagnóstico de una manera detallada y completa.

10 puntos

El estudiante hace un análisis completo de sus observaciones, de la ejecución y de los resultados finales del avalúo administrado.

10 puntos

El estudiante demuestra un conocimiento completo al responder todas las preguntas con explicaciones y elaboraciones.

10 puntos

El estudiante presenta la información en una

10 puntos

Updated 01/14/2013


secuencia lógica e interesante la cual la audiencia puede seguir sin problema. Utiliza la tecnología adecuadamente.

10 puntos

Lenguage Demuestra habilidad en el manejo del idioma inglés estándar (vocabulario, sintaxis y flujo de ideas)

10 puntos

El estudiante utiliza una voz clara con buena proyección y entonación.

10 puntos

Usa una pronunciación correcta durante la presentación

10 puntos

Total de Puntos: 100 puntos ( 70% contenido y 30% language)

Puntaje Total: __________

Firma del Facilitador:____________________________________

Updated 01/14/2013


APÉNDICE D / APPENDIX D: GUIDELINES TO PREPARE THE PORTFOLIO

Updated 01/14/2013


Apéndice D / Appendix D

GUIDELINES TO PREPARE THE PORTFOLIO

Refer to Performance Portfolio Assessment Handbook

Updated 01/14/2013


APÉNDICE E/ APPENDIX E: SELF-REFLECTION

Updated 01/14/2013


APPENDIX E

SELF-REFLECTION

Directions: Please complete the following blanks:

This entry is an example of my strengths:

________________________________________________________________________________________________________________________________________________________________________________________________________________________

This entry is an example of an area I really need to improve:

________________________________________________________________________________________________________________________________________________________________________________________________________________________

This entry is an example of an area I have improved: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

I think this exercise has been very helpful for my learning because:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Updated 01/14/2013


ANEJO E

AUTORREFLEXIÓN

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Updated 01/14/2013


APÉNDICE F / APPENDIX F:

ANALITICAL ESSAY RUBRIC

Updated 01/14/2013


APPENDIX F

ESSAY RUBRIC

STUDENT:_________________________________ DATE:_______________________

CRITERIA VALUE POINTS STUDENT SCORE

Content

Thesis is clear & well stated.

10 points

Major or relevant details are exposed in essay.

10 points

Accurately explains and develops thesis and its implications based on research studies that support the author’s ideas about the topic providing exact data and precise examples.

10 points

Analysis of the topic is comprehensive and clear.

10 points

Draw conclusions based on research facts only.

10 points

Establish a writer relationship with the subject, providing a clear perspective on the presented subject matter and engaging the audience attention.

10 points

Updated 01/14/2013


Note: The score obtained by the student should be recorded as follows:

Grading Scale:

The following grading scale will be applied in this course:

100 – 90% A

89 – 80% B

79 – 70% C

69 – 60% D

59 – 0% F

Demonstrate a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.

10 points

Language

Demostrate a command of standard English (vocabulary, syntax and flow of ideas)

10 points

Uses grammar and style appropriately and correctly

10 points

Uses spelling, punctuation, capitalization, and APA format correctly throughout the document (cover page, essay body, and list of references)

10 points

Total Points

___________________

100 points (70% content and 30% language)

Total Score:

Updated 01/14/2013


APÉNDICE F / APPENDIXF :

MATRIZ DE VALORACIÓN DEL ENSAYO

Updated 01/14/2013


MATRIZ DE VALORACION DEL ENSAYO

NOMBRE DEL ESTUDIANTE:____________________________________________

TEMA:________________________________ FECHA:_____________________

CRITERIOS VALOR PUNTAJE OBTENIDO

La introducción es clara y bien establecida.

Se exponen los detalles más importantes o relevantes del tema.

Comunica las ideas basadas solamente en los resultados de las investigaciones educativas a través de múltiples citas y referencias bibliográficas.

El análisis del tema es profundo y claro.

La información presentada en el ensayo corresponde a las investigaciones educativas más recientes y debidamente validadas.

Establece una relación del autor (es) con el tema, brindando una perspectiva clara sobre el tema presentado y atrayendo la atención de la audiencia o lector

Updated 01/14/2013


Elabora conclusiones basadas en los resultados de la investigaciones educativas solamente, las cuales cita en todo el documento adecuadamente.

Lenguaje

Demuestra un uso profesional del idioma Español (vocabulario, sintaxis y flujo de ideas)

Incluye un excelente manejo de diversos tipos de oraciones a través del ensayo.

Utiliza la ortografía, la puntuación y el formato APA correctamente en todo el documento

Puntaje total: 100 pts. (70% contenido y 30 % lenguaje)

Puntaje Total:

Escala Evaluativa:

Se aplicará la curva estándar para evaluar en este curso:

100 – 90% A

89 – 80% B

79 – 70% C

69 – 60% D

59 – 0% F

Updated 01/14/2013


APÉNDICE G / APPENDIX G :

Study Cases and Exercises

Updated 01/14/2013


CASES FOR WORKSHOP THREE (3) PRESENTATIONS:

The case summary must include:

� a. The parties of the case � b. Facts of the case (Students shall use their own words) � c. Controversy or Question to the court � d. Decision and the arguments use by the court to support the decision. � Immediate impact on police operation or case significance to the police operational

function. ***The facilitator may add or eliminate cases as needed depending on the size of the class.

CASE: CASE CITATION: NAME OF THE STUDENT:

Gideon vs. Wainwright 372 US 335 (1963)

Mapp vs. Ohio 367 US 643 (1961)

Miranda vs. Arizona 384 US 436

Terry vs. Ohio 392 US 1 (1968)

Arizona vs. Hicks 480 US 321 (1987)

Brewer vs. Williams 430 US 387 (1977)

U.S. vs. Ross 456 US 798 (1982)

Rochin vs. California 342 U.S. 165 (1952)

Tennessee vs. Garner 471 U.S. 1 (1985)

Chimel vs. California 395 U.S. 752 (1969)

Carroll vs. U.S. 267 U.S. 132 (1925)

Updated 01/14/2013


APÉNDICE H / APPENDIX H:

ATTENDANCE AND PARTICIPATION EVALUATION

EVALUACIÓN DE LA PARTICIPACIÓN EN CADA TALLER

Updated 01/14/2013


APPENDIX H

ATTENDANCE AND PARTICIPATION EVALUATION

Criteria Workshop

1

Workshop

2

Workshop

3

Workshop

4

Workshop

5

Daily Attendance

(15 points each)

Shows mastery of the topics

discussed in class

(5 points)

Completed assigned work

(5 points )

Turn work in on time

(5 points)

30 points /Workshop

Total Points:______________________

Updated 01/14/2013


APENDICE H/APPENDIX H

EVALUACION DE ASISTENCIA Y PARTICIPACION EN CADA TALLER

Asistencia a clases

(15 puntos c/u)

Taller 1 Taller 2

Taller 3 Taller 4 Taller 5

Demostración del dominio de los

temas discutidos en clase

(5 puntos)

Cumplimiento con las tareas asignadas

(5 puntos)

Puntualidad en la entrega de trabajos

(5 puntos)

Total de puntos por taller

Total de puntos: ________________

Updated 01/14/2013


APÉNDICE I / APPENDIX I:

FINAL PROJECT INSTRUCTIONS

“CRIMES OF THE NEW MILLENIUM”

INSTRUCCIONES PARA EL PROYECTO FINAL

Updated 01/14/2013


APPENDIX I/ANEJO I

FINAL PROJECT-CRIMES OF THE NEW MILLENIUM

WORKSHOP FIVE

CRIMES STUDENTS/GROUPS

Identity Theft

Computer Intrusion/Computer Hacking

Internet Fraud and Spam

Child Pornography or Exploitation

Terrorism

Trafficking in explosive, incendiary devices, or firearms over the Internet

Internet Harassment(Cyber stalking)

Advanced Technologies in Counterfeiting of Currency

Copyright piracy (e.g., software, movie, sound recordings)

Trademark counterfeiting

Updated 01/14/2013


Instructions:

Each student will prepare an essay with a minimum of four (4) pages related to the

assigned New Millennia Crime. Both exercises can be individual and/or in a group

depending upon the size of the class and the facilitator’s discretion.

The report must include the following topics:

� Brief description of the crime together with its elements. The elements of a crime are

a series of components which must be present in order for it to be demonstrated that

someone is guilty of a crime.

� The development and different modalities, if more than one, of that specific crime.

� The government agencies and departments that have the duty with the control and

monitoring of that crime (state agencies [Florida only] and federal agencies).

� Research and evaluation of new case law and its influence at an operational level in

the control and monitoring of the assigned crime.

� All other efforts and adjustments at all levels (state and federal) made by law

enforcement to effectively investigate and control the occurrence of the assigned

crime.

� Evaluation of the laws and available recourses of law enforcement to effectively

manage and control the occurrence of the assigned crime?

� What would you do differently to create a better enforcement and control of that

specific crime?

o Include examples of financial, operational and infrastructure resources that

will be needed to be put in place in order to control that crime occurrence.

Updated 01/14/2013


Also, include any other resources that, from your point of view, should be

included.

� What are the economic and political consequences of this crime at a national and

local level?

In preparation for this topic, a minimum of three (3) reliable sources of information

must be used. Remember that your work must be original and appropriate credit should

be given to the original source. The report will be evaluated using Appendixes A, B and

F.

The final project will include an oral presentation developed in PowerPoint. The

facilitator will indicate the length of the presentations according to the size of the class.

The oral presentation will be evaluated using Appendix C. The written part of the final

Project will be written in Spanish and the oral presentation will be in English, to comply

with the bilingual format of Workshop 5.

The written portion of the project shall follow the following format:

I. Introduction

a. Development of the assigned crime.

II. Analysis

a. Based in the guiding questions explained above.

III. Conclusion

IV. References and Resources (Three[3] Minimum)

The oral presentation must include everything covered in the written portion of the

project. *Due to the bilingual nature of the Fifth Workshop (5) the group will complete

Updated 01/14/2013


the written part of the project in Spanish and the oral presentation in English. The project

will be evaluated using Appendixes A, B, C, F and I.

Updated 01/14/2013

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