The importance of ethics while studying Criminal Justice

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The importance of ethics while studying Criminal Justice by Mind Map: The importance of ethics while  studying Criminal Justice

1. Many times law enforcement officers have to patrol minority neighborhoods or sometimes deal with different minority groups and if the student has already exhibited any amount of racism how is he or she supposed to even be thought of as objective?

2. cyber bullying

2.1. varying degrees and views of cyber bullying

2.1.1. How could a student effect overall class climate towards cyber bullying?

2.2. Occurrences of cyber bullying in colleges and universities

2.2.1. For instance, in the United States, Finn [2004] found that about 10% to 15% of 339 students at the University of New Hampshire had received threatening or harassing e-mails or instant messages and more than 50% had received unwanted pornography. Another study of 439 students in a Midwestern university in the United States revealed that 8.6% of the students had cyber-bullied others and 21.9% had been cyber-bullied [MacDonald and Roberts-Pittman, 2010]. In the Turkish context, Dilmac [2009] found that 22.5% of 666 students at Selcuk University had performed cyber-bullying and 55.3% of the students surveyed were online victims. A more recent survey of bullying via electronic media showed that 59.8% of the 579 university students recruited for the study had been cyber-bullied

2.3. Negative effects of cyber bullying

2.3.1. The resulting emotional damage to the victim.

2.3.2. The harm that would be caused to the class dynamics and general learning environment.

2.4. CJ application

2.4.1. If a class finds out about or witnesses a student in criminal justice bullying a classmate the perpetrator loses all objective credibility as well as looked down upon because If the student is willing to bully a fellow classmate what is he or she willing to justify doing as a law enforcement officer that could wind up costing people their lives.

3. Racism

3.1. Examine how racism is often subtly exercised in a university setting.

3.1.1. The insidious and chronic nature of racism in society and on college campuses makes it difficult to detect at times; students of color who are the targets of racism are often not conscious of the daily and sometimes silent insults and injuries (Sue et al., 2007b).

3.1.2. Steele (1992) and Cokley (2003) have written about how negative school experiences, such as teacher bias and lack of representation in the curriculum, as well as harmful social messages about the inability of students of color to achieve academically, profoundly influence their academic self-concept and motivation.

3.2. Negative effects of racism

3.2.1. Many students, most notably minorities, are dropping out of college or simply not enrolling in the first place due to the historical white student population and the perceived racism that those impress upon minorites. It may be that the cumulative effect of racism influences the academic experience of students of color (Cokley, 2002; Johnson & Arbona, 2006). Steele further suggested that, to cope and protect their self-esteem, some Black students detach from school and their academic performance

3.2.2. If any racial over tones are apparent minorities might feel as though they cannot post freely within the class.

3.2.3. According to Utsey (1998), race-related stress is the discomfort experienced by African Americans who observe or directly experience racial discrimination in their daily lives at the individual, cultural, or institutional level

3.2.4. Racism-related stress, perceived discrimination, and racism have been linked with many psychological and health related variables such as negative self-esteem, concentration difficulties, intrusive thoughts about specific racism encounters, and increased risk for mental and physical illness such as depression, anxiety, hypertension, or headaches

3.3. Cj Application

4. Plagiarism

4.1. the prevalence of plagiarism in colleges and universities

4.1.1. Eskridge and Ames studied cheating attitudes and cheating behavior between criminal justice and Journal on Excellence in College Teaching26 non-criminal justice majors and found that criminal justice students cheat just as much as students in other disciplines

4.1.2. Even though significant changes in students’ attitudes regarding plagiarism did emerge over the course of the semester, item analysis of the Plagiarism Attitude Scale still produced some disturbing information. While 8 out of 10 students (82.5%; n = 61) stated that they now believed they would not accidentally plagiarize their paper content, only 27% (n = 20) of those students said they would never knowingly plagiarize content. More disturbingly, 73% (n = 54) felt that cheating on a test was worse than the act of plagiarism (41% were neutral, 20.6% agreed, 11.1% strongly agreed; n = 20). Eighty-one percent (n = 60) of these students felt that acts of plagiarism should not be punished as harshly as other types of cheating, and 38% (n = 28) of respondents reported feeling plagiarism was justifiable in order to keep up with the competition. Alarmingly, 65% (n = 48) of these students stated that plagiarism was not against their ethical values. These attitudes may have justified other plagiarism-related cheating in that 60.4% (n = 44) felt that is was acceptable to recycle an old paper to fulfill a new assignment, 28.6% (n = 21) felt it was okay to use a friend’s paper with his or her permission, and clearly half of all respondents (50.9%; n = 37) believed that they should not be punished if a friend submits their paper as his or her own. Finally, 87.3% of students did not believe that they cheated themselves by plagiarizing writing assignments.

4.2. Views towards plagiarism among college students

4.2.1. Why would students plagiarize? Students’ negative attitudes revolve around the labor intensiveness of writing projects, insecurity about writing skills, pressure to receive good grades, lack of clear expectations for writing assignments, and ineffective feedback (Blowers & Donahue, 1994; Boice, 1990; McCabe, Trevino, & Butterfield, 2001a). As a result, students often lack the knowledge, skills, or opportunity to learn effective and appropriate technical writing and proper in-text referencing skills, resulting in inadvertent plagiarism and perhaps in deliberate plagiarism on writing assignments. (Eskridge & Ames, 1993; McCabe et al., 2001b; Whitley, 1998). Whitley (1998) found that the expectation of success in college was strongly correlated with cheating. Specifically, students with higher expectations of success were more likely to cheat than students with lower expectations.

4.2.2. They also found that students across disciplines did not consider many traditionally defined cheating behaviors as cheating; however, they did not find a consensus about what students considered to be cheating

4.2.3. Houston (1978) also argued that students who were more likely to cheat held neutralizing attitudes that justified their behavior, which helped alleviate shame or guilt

4.3. negative effects of plagiarism

4.3.1. Professor begins to question or even rejects students work.

4.3.2. Student might be put on academic probation or expelled.

4.4. CJ application

4.4.1. Many people hold police officers and anyone that is involved with law enforcement to a higher standard so if a student plagiarizes a simple idea or paper in a class what will he or she do when their career or someone's conviction could be on the line? Cheating by criminal justice students is disturbing for many reasons, foremost because criminal justice professionals possess the authority to deprive citizens of their freedom and, sometimes, their lives.

5. Conclusion Using proper ethics is paramount to succeeding in college but especially so because if ethics are not implements a student might plagiarize, bully another student either electronically or by traditional means. The student could also portray racist overtones. All these immoral practices would all be easily prevented if every student uses proper ethics.