Forum to include “found” examples of digital art in the world of experience. Look for gaming, signage, interactivity, icons, web-based, smart phone based, etc. Grab and include examples of found digital art in a narrated presentation (PPTX is fine). Many of you have excelled at producing short videos with edited segments, soundtrack, really rich presentations such as Powerpoint, or some other format you may wish to use to get “creative”. Digital art is all around us – take a field trip or search in the virtual world…but try to select and “curate” exemplars – the ‘best of’. Include a short narrative on each found piece. Find and prepare/submit a report on at least 7-8 outstanding examples of how digital art is in our everyday experience. Please include 1-2 paragraphs reacting to the aesthetics of the piece and critique it as you would a piece of conventional art. Please review the note on subject matter…it will help you curate between personal photo album pieces and those desirable for the course.

Assignment: After reading the case study on page 3, write a 8-10 page double-spaced typed paper addressing the following items:

• Identify key issues for the employer, manager and/or employee that are unaddressed and/or need to be resolved;
• Identify and describe how the issue can be resolved using a specific human resources concept, theory, tool or policy; Several concepts and/or theories used in public personnel are listed below
• Your paper must include a minimum of 10 of the issues listed below. There may be other human resources issues other than those listed below.
• Conduct research to identify what scholars have reported on this topic or similar issues. A minimum of 15 sources must be included in your bibliography.

Format: The paper must include the following:

• A cover page (Title, name of the course, professor’s name and date);
• Numbered pages
• Double-spaced and typed pages
• Bibliography

Topics to be covered in the paper

• Dress code
• Time and attendance (i.e., lateness, absenteeism, returning to work late from lunch, etc.)
• Adhering to your work schedule and office hours, lunch periods, etc.,
• E-mail, Internet and cell phone use
• Employee grievances
• Sick leave
• Maternity and paternity leave
• Family Medical Leave Act (FMLA)
• Alcohol and drug use
• Personal relationships between employees
• Conflicts of interests
• Theft of intellectual property
• Americans with Disabilities Act (ADA)
• Hiring and Promotion
• Disciplinary Actions
• Smoking in the workplace
• Harassment
• Safety and Risk Management
• Unemployment benefits.
• Training and Development
• Equal Employment
• Background checks
• Personal relationships between employees and customers
• Health Insurance Portability and Accountability Act (HIPPA)
• Employee Appraisals

Requirements: The paper must be a minimum of eight (8) pages without the cover page and bibliography.

Case Study: A Cushy Ride while it Lasted

For 15 years, New York University received a grant from the New York Department of Social Services. The purpose of the grant was to provide outreach, life skills training, financial literacy, transportation benefits and job search and readiness training to low-income fathers who were seeking to become self-sufficient. The fathers received public assistance benefits from the City.

The Department of Social Work at New York University administered the program on behalf of the University. A faculty member in the Department of Social Work served as the Director of the program. The grant funded the salaries for several full-time positions including a Supervisor, licensed social worker, Psychologist, two nurses, seven Case Managers, two Staff Assistants and five student interns.

Each of the employees working under the grant received full-time benefits. Like other University employees, individuals working on a grant were considered to be full-time regular employees. University employees received remitted tuition and retirement benefits. Employees working on granted were not offered remitted tuition and retirement benefits.

The grant period was from October 1, 2015 through September 30, 2016. Employees were employed as long as there was grant funding. The grant specified that the University serve 1,500 low-income fathers. The Department of Social Work sent referrals to the program. The University did not have to recruit customers for the program.

The interns conducted the intake for each of the customers. The interns prescreened each father for mental health and behavioral issues and other health issues. Additionally, the interns would identify the need for any services.

Once the fathers were assigned to a Case Manager, an individual responsibility plan (IRP) was developed for them. For individuals seeking to complete their general equivalency diploma (GED), they were referred to an adult education vendor. All fathers received transportation fare cards to go back and forth between office visits, job search activities and medical appointments.

The Case Managers were located in two different buildings on campus. The Case Managers were responsible for ensuring that the fathers accessed needed services. Case Managers verified that each father had conducted a job search on a weekly basis. The Case Manager did not track the number of fare cards given to each of the customers on their case load.

The Case Managers were required to write case notes about each father in their file and conduct follow. The Supervisor was responsible for checking each Case Manager’s notes on a weekly basis. The Supervisor checked for accuracy and grammatical errors.

English was not the Supervisor’s first language. The supervisor had a very thick accent which made it difficult for customers and staff to understand him. The Supervisor would often attend meetings off site that he did not report to the Director or the staff members. When asked about it, the Supervisor would respond that he had a medical emergency. The Supervisor never reported this to the Director unless he was questioned.

The Supervisor took old equipment old rather than disposing it as required by the University. He maintained the only key for all computer equipment.

The Case Managers wore flip flops, jeans with holes, piercings, tattoos and highlights in their hair. During breaks, several of the Supervisors would stand outside of the entrance to the program smoking with some of the customers.

Often the conversations include profanity and offensive language. Some Case Managers conducted their meetings while smoking with the customers and later reported that they had conducted a weekly meeting with the customer.

When the employee’s received their appraisals, they all received superior ratings.

At the beginning of November 2015, a new Director was appointed to the program. Several changes were implemented to ensure transparency and accountability among the staff.

• The first change included sign-in procedures. All staff were required to sign in at one central location.
• The second change required all staff to complete the mandatory reporter training course. This affected their performance reviews.
• The third change was for staff to report any conflicts of interest between them and vendors that were working with the program.

The Director identified two Case Managers with familial relationships with vendors associated with the program. The two staff members did not openly report their relationships with the vendors.

The Director ceased all contracts with one vendor and placed another employee in a different role on the grant.

At the end of the fiscal year, there was lapse in getting the grant renewal expedited in a timely manner. The employees were terminated and did not know when they would return to work.

The Human Resources Department issued termination letters to each of them. The HR team counseled them on benefits and using the time off to participate in professional development training.

The employees returned after one week. Upon their return, the employees requested information from HR about unemployment benefits and being paid for the time when they did not report to work.

The University stated that the employees would not be paid for the period of time for which they did not work. Furthermore, the HR team indicated that none of the employees would receive unemployment benefits.

Human Resources also determined that the employees would no longer receive retirement benefits although the grant included enough funds to cover the expense.

The staff continued to question the HR team regarding their unemployment benefits. Furthermore, the Director decided to restructure the organization and requested each staff member to reapply for their position.

Final Paper – An
Analysis of Community Oriented Policing (COPPS) and Traditional Policing
Tactics and Procedures paper is eight to ten pages

The purpose of the Final Paper is to analyze and explain the similarities and
differences between traditional policing and COPPS as well as infer the future
of police leadership. Within the scope of the paper the student will be
required to address the following:

• Compare and contrast Traditional Policing with COPPS.
  What is Traditional Policing? What is COPPS? What are the similarities and
  what are the differences between the two? What is the philosophy of each?
• Explain the successful leadership traits that are
  inherent in each and how they overlap. What are leaders looking for from
  their employees within each style?
• Identify and describe the leadership and motivational
  theories applicable to each. Discuss how these theories are applied
  practically in police work today.
• Compare how leadership, management, and supervision are
  different and/or similar in Traditional Policing and COPPS.
• Choose two modern crime issues and
  explain how each style of policing would address these issues. Which style
  is more effective for each issue, and why? Would a combination of styles
  be more effective? Why?
  Choices for crime issues:
• Incidences of rape on a college campus
• Multiple home robberies throughout a middle class
  neighborhood
• Gang infighting
• Drug use/abuse by affluent teenagers
• Prostitution in a low-income residential neighborhood
• Vandalism of inner-city schools
• Possible terrorist activity/cell
• High speed car races on city streets
• Juvenile crime
• Bullying in schools
• Domestic disputes
• Natural disasters
• Major accidents
• Which style of policing is most practical and effective
  for today’s world, or would a combination of both work? Explain why.
• How will both styles need to change and/or be
  implemented in the future to create successful supervision and leadership
  of police? 

Writing the Final Paper
The Final Paper:

• Must be a minimum of eight (8) double-spaced pages in
  length (excluding the title and reference pages) and formatted according
  to APA (6th ed.) style as outlined in the approved style guide.
• Must use a minimum of five (s) scholarly resources, two
  from the Ashford Library.
• Must provide a cover page that includes:
• Title of paper
• Student’s name
• Course name and number
• Instructor’s name
• Date submitted
• Must address one of the topics found in Final Paper
  guidelines.
• Must include an introductory paragraph with a succinct
  thesis statement.
• Must conclude with a restatement of the thesis and a
  conclusion paragraph.
• Must use APA (6th ed.) style as outlined in the
  approved APA style guide to document all sources.
• Must include a Reference Page that is completed
  according to APA (6th ed.) style as outlined in the approved APA style
  guide.

Carefully
review the Grading Rubric for the
criteria that will be used to evaluate your assignment.

Description:

Total Possible Score: 25.00

Compares
and Contrasts Traditional Policing with Community-Oriented Policing and Problem
Solving (COPPS) models

Total: 3.50

Distinguished – Provides a
comprehensive compare and contrast of Traditional Policing and the COPPS
models. Many relevant and specific examples from each policing model are
provided to support the comparison.

Proficient – Provides a compare and
contrast of Traditional Policing and the COPPS models. Examples from each
policing model are provided to support the comparison, but the compare contrast
is slightly underdeveloped.

Basic – Provides a limited compare
and contrast of Traditional Policing and the COPPS models. The comparison is
underdeveloped or examples provided minimally support the comparison.

Below Expectations – Attempts to
compare and contrast Traditional Policing and the COPPS models; however, the
comparison is unevenly balanced, significantly underdeveloped, and/or examples
provided do not support the comparison.

Non-Performance – The comparison and
contrast of Traditional Policing and the COPPS models is either nonexistent or
lacks the components described in the assignment instructions.

Explains
Leadership Traits that are Inherent in Traditional Policing and COPPS

Total: 2.00

Distinguished – Provides a detailed
explanation of leadership traits that are inherent in Traditional Policing and
COPPS and how traits overlap. The explanation is supported by specific and
relevant examples.

Proficient – Provides an explanation
of leadership traits that are inherent in Traditional Policing and COPPS and
how traits overlap. The explanation is mostly supported by examples.

Basic – Provides a limited
explanation of leadership traits that are inherent in Traditional Policing and
COPPS and how traits overlap. The explanation is somewhat supported by
examples.

Below Expectations – Attempts to
provides an explanation of leadership traits that are inherent in Traditional
Policing and COPPS; however, the explanation is missing significant details,
underdeveloped, and/or is not supported by examples.

Non-Performance – The explanation of
leadership traits in Traditional Policing and COPPS is either nonexistent or
lacks the components described in the assignment instructions.

Identifies
and Describes the leadership and motivational theories and Discusses How
Theories are Applied

Total: 2.00

Distinguished – Identifies and
comprehensively describes two leadership and motivational theories applicable
to each policing model. Provides a thorough discussion of how theories are
applied to police work today.

Proficient – Identifies and
describes two leadership and motivational theories in either Traditional
Policing or COPPS. Provides a discussion of how theories are applied to police
work today. Minor details are missing.

Basic – Identifies and briefly
describes two leadership and motivational theories in either Traditional
Policing or COPPS. Provides a limited discussion of how theories are applied to
police work today. Relevant details are missing.

Below Expectations – Identifies and
attempts to describe two leadership and motivational theories in either
Traditional Policing or COPP and provide a  discussion of how theories are
applied; however, the discussion of the theories is unevenly balanced or 
significant details are missing.

Non-Performance – The identification
of leadership and motivational theories applicable to Traditional Policing and
COPPS and discussion of how these theories are applied practically in police
work today are either nonexistent or lack the components described in the
assignment instructions.

Compares
Leadership, Management and Supervision in Traditional Policing and COPPS

Total: 3.50

Distinguished – Provides a detailed
comparison of leadership, management, and supervision in Traditional Policing
and COPPS. The comparison is supported by specific and relevant examples.

Proficient – Provides a comparison
of leadership, management, and supervision in Traditional Policing and COPPS.
The comparison is supported by relevant examples, but is slightly
underdeveloped.

Basic – Provides a minimal
comparison of leadership, management, and supervision in Traditional Policing
and COPPS. The comparison is somewhat supported by examples and/or is
underdeveloped.

Below Expectations – Attempts to
compare the leadership, management, and supervision in Traditional Policing and
COPPS; however, the comparison is not supported by examples and/or is
significantly underdeveloped.

Non-Performance – The comparison of
leadership, management, and supervision Traditional Policing and COPPS is
either nonexistent or lacks the components described in the assignment
instructions.

Identifies
Two Modern Crime Issues and Explains How Each Style of Policing Would Handle
These Issues

Total: 3.00

Distinguished – Identifies two crime
issues and comprehensively explains how each policing model would address the
issues. The explanation is supported by specific and relevant examples.

Proficient – Identifies two crime
issues and explains how each policing model would address the issues. The
explanation is mostly supported by examples.

Basic – Identifies two crime issues
and minimally explains how each policing model would address the issues. The
explanation is somewhat supported by examples.

Below Expectations – Identifies two
crime issues and attempts to explain how each policing model would address the
issues; however, the explanation is not sufficiently supported by examples.

Non-Performance – The identification
of two modern crime issues and explanation of how each policing style would
address the identified issues are either nonexistent or lack the components
described in the assignment instructions.

Explains
Which Policing Style is More Practical and Effective for Today’s World

Total: 3.50

Distinguished – Thoroughly explains
which policing style is more effective or if a combination of styles is most
practical and effective for today’s world. The explanation is supported by
specific and relevant details.

Proficient – Mostly explains which
policing style is more effective or if a combination of styles is most
practical and effective for today’s world. The explanation is supported by
relevant details.

Basic – Minimally explains which
policing style is more effective or if a combination of styles is most
practical and effective for today’s world. The explanation is somewhat
supported by details.

Below Expectations – Attempts to explain
which policing style is more effective or if a combination of styles is most
practical and effective for today’s world; however, the explanation is not
sufficiently supported by details.

Non-Performance – The explanation of
which style of policing is more practical and effective for today’s world is
either nonexistent or lacks the components described in the assignment
instructions.

Describes
How Both Style s Need to Change and/or be Implemented in the Future to Create
Successful Supervision

Total: 1.50

Distinguished – Thoroughly describes
how both policing styles need to change and/or be implemented in the future to
create successful supervision.

Proficient – Describes how both
policing styles need to change and/or be implemented in the future to create
successful supervision. Minor details are missing.

Basic – Minimally describes how both
policing styles need to change and/or be implemented in the future to create
successful supervision. Relevant details are missing.

Below Expectations – Attempts to
describe how both policing styles need to change and/or be implemented in the
future to create successful supervision; however, significant details are
missing.

Non-Performance – The description of
how both policing styles need to change and/or be implemented in the future is
either nonexistent or lacks the components described in the assignment
instructions.

Reading:
Relationship to Text

Total: 1.00

Distinguished – Analyzes texts for
scholarly significance and pertinence within and across the various disciplines,
assessing them according to their contributions and consequences.

Proficient – Utilizes texts in the
context of scholarship to expand a foundation of disciplinary knowledge and to
raise and discover significant inquiries.

Basic – Employs texts with the
intent and expectation of increasing knowledge.

Below Expectations – Approaches
texts only within the context of assignment.

Non-Performance – The assignment is
either nonexistent or lacks the components described in the instructions.

Written
Communication: Context and Purpose for Writing

Total: 1.00

Distinguished – Demonstrates
methodical application of organization and presentation of content. The purpose
of the writing is evident and easy to understand. Summaries, quotes, and/or
paraphrases fit naturally into the sentences and paragraphs. Paper flows
smoothly.

Proficient – Demonstrates sufficient
application of organization and presentation of content. The purpose of the
writing is, for the most part, clear and easy to understand. There are some
problems with the blending of summaries, paraphrases, and quotes. Paper flows
somewhat smoothly.

Basic – Demonstrates a limited
understanding of organization and presentation of content in written work. The
purpose of the writing is somewhat evident, but may not be integrated
throughout the assignment. There are many problems with the blending of
summaries, paraphrases, and quotes. Paper does not flow smoothly in all
sections.

Below Expectations – Organization
and presentation of content is extremely limited. The purpose of the writing is
unclear. There is little or no blending of summaries, paraphrases, and quotes.
Paper does not flow smoothly when read.

Non-Performance – The assignment is
either nonexistent or lacks the components described in the instructions.

Written
Communication: Control of Syntax and Mechanics

Total: 1.00

Distinguished – Displays meticulous
comprehension and organization of syntax and mechanics, such as spelling and
grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension
and organization of syntax and mechanics, such as spelling and grammar. Written
work contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehension
of syntax and mechanics, such as spelling and grammar. Written work contains a
few errors, which may slightly distract the reader.

Below Expectations – Fails to
display basic comprehension of syntax or mechanics, such as spelling and grammar.
Written work contains major errors, which distract the reader.

Non-Performance – The assignment is
either nonexistent or lacks the components described in the instructions.

APA
Formatting

Total: 1.00

Distinguished – Accurately uses APA
formatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formatting
throughout the paper. However, layout contains a few minor errors.

Basic – Exhibits basic knowledge of
APA formatting throughout the paper. However, layout does not meet all APA
requirements.

Below Expectations – Fails to
exhibit basic knowledge of APA formatting. There are frequent errors, making
the layout difficult to distinguish as APA.

Non-Performance – The assignment is
either nonexistent or lacks the components described in the instructions.

Page
Requirement

Total: 1.00

Distinguished – The paper meets the
specific page requirement stipulated in the assignment description.

Proficient – The paper closely meets
the page requirement stipulated in the assignment description.

Basic – The paper meets over half of
the page requirement stipulated in the assignment description.

Below Expectations – A fraction of
the page requirement is completed.

Non-Performance – The assignment is
either nonexistent or lacks the components described in the instructions.

Source
Requirement

Total: 1.00

Distinguished – Uses more than the
required number of scholarly sources, providing compelling evidence to support
ideas. All sources on the reference page are used and cited correctly within
the body of the assignment.

Proficient – Uses required number of
scholarly sources to support ideas. All sources on the reference page are used
and cited correctly within the body of the assignment.

Basic – Uses less than the required
number of sources to support ideas. Some sources may not be scholarly. Most
sources on the reference page are used within the body of the assignment.
Citations may not be formatted correctly.

Below Expectations – Uses inadequate
number of sources that provide little or no support for ideas. Sources used may
not be scholarly. Most sources on the reference page are not used within the
body of the assignment. Citations are not formatted correctly.

Non-Performance – The assignment is
either nonexistent or lacks the components described in the instructions.

Annotated Bibliography, Introduction, and Summary Paragraph: Seeking the Truth

The summative assignment for this course is a Final Paper, which is due in Week 5. To ensure proper preparation for this cumulative work and provide you with an opportunity for some initial feedback and guidance, you will prepare an annotated bibliography and an introduction this week. In addition, you will prepare a paragraph that includes any questions (etc.) you may have about the Final Paper.

Part I: The Annotated Bibliography: An annotated bibliography is a list of relevant scholarly works along with a descriptive and evaluative summary of each. Your annotated bibliography will relate information relevant to your analysis of the selected option provided for the Final Paper. Utilize the provided template. To view an example annotated biography click here.

• First, review the instructions for the Final Paper, which are located in Week 5 of the course. See also relevant Instructor Guidance and Announcements.
• Select a topic from the approved list.
• Locate a minimum of five relevant scholarly sources that will inform your understanding of the issue that you have chosen
  • Create a list of references and thoroughly read each article.
  • Before beginning your writing, verify the scholarly nature of the articles you have chosen.
• Summarize each of your sources, appraising the information relevant to your chosen topic (two to three paragraphs). Use your own academic voice and apply in-text citations. Be sure to consider the following information for each of your selected sources:
  • Include a description and critical analysis of the content (e.g., unique information, findings, strengths/weaknesses, biases, limitations, overall conclusions).
  • Include a succinct illustration of the relevance of this particular article to the topic you have chosen.

Part II: The Introduction and Summary Paragraphs

• Articulate the information you have learned from your review of the literature in the annotated bibliography by outlining an introduction that previews the paper and concludes with a clear thesis statement.
• Lastly, as a conclusion, compose an overall summary paragraph with questions you have, additional directions you plan to explore through your research, initial thoughts about the final paper, and any problems you are encountering or think you might encounter.

The Annotated Bibliography

• Must be at least three to five double-spaced pages in length (not including title and references pages) and formatted according to APA style.
• Must include a separate title page with the following:
  • A header
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must begin with an introductory paragraph that has a succinct thesis statement.
• Must utilize academic voice.
• Must paraphrase material, avoiding direct quotes.
  • Minimal quotes are used within the writing. (No more than 2-3 sentences.). For more information about how to synthesize your writing,
• Must address the topic with critical thought.
• Must include an overall summary paragraph including the required elements.
• Must use at least five peer-reviewed scholarly sources. Additional scholarly sources are encouraged. Be sure to integrate your research smoothly rather than simply inserting it.
  • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
• Must document all sources in APA style as outlined here and here.
• Must include a separate reference page that is formatted according to APA style.