Law enforcement organizations are facing a tremendous problem with social media. On one hand, social media such as Facebook, My Space, and Twitter can be extremely useful for effective and efficient communication. On the other hand, Law Enforcement Executives are constantly facing situations in which employee misconduct is occurring through social media. Police Officers are accessing social media from their workstations and patrol cars during their shifts. Police Officers are posting information that is unbecoming for an officer as well as degrading and disrespectful to the profession. Police unions and police officer organizations such as the Fraternal Order of Police and the PBA are opposed to departmental policies that infringe on police officers’ constitutional rights. How do law enforcement organizations regulate the use of social media? Just about every major law enforcement organization has a Facebook account associated with the organization’s website. Therefore, should law enforcement organizations regulate individual officer’s social media activity?
As the policy manager for your law enforcement organization, please research the best practices related to the regulation of police officers’ use of social media and develop a department policy. This research should include interviews with your local law enforcement leaders to determine how they are addressing this issue. In addition, please read the “Social Media” study conducted by the International Association of Chiefs of Police.
* The text of this research paper must be 6 FULL PAGES (not including title page, reference page, and any appendices).
* This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font.
* You must also include a title page and reference page.
* You must include citations to a sufficient number of appropriate professional, scholarly, or other appropriate sources to fully support your assertions and conclusions (which will likely require more than the minimum number of citations);
* Paper must contain citations to the course texts book, assigned readings, and the Bible.
This is a graduate-level assignment and while the minimum page limit is short (as is often the case in public policy/public administration briefings), students are expected to craft efficient, highly substantive papers.
You are expected to comport with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high-quality research and offer rich, well-supported analysis; mere opinion or conjecture will not suffice.
There must be no careless or simple grammatical errors such as misspellings, incomplete sentences, comma splices, instances of faulty noun/verb agreement, etc. Such errors will result in significant point deductions.
Plagiarism in any form is strictly prohibited and may result in failure of the assignment, failure of the course, and/or removal from the program. It is your responsibility to ensure that you fully understand what constitutes the various forms of plagiarism and that you avoid all forms of plagiarism.
Policy Development: Rough Draft Grading Rubric
|Criteria||Levels of Achievement|
|Content (70%)||Advanced 92-100%||Proficient 84-91%||Developing 1-83%||Not Present||Total|
|Answer Specificity||20.5 to 22.5 points: All key components of the topic are thoroughly discussed in the paper.||18.5 to 20 points: All key components of the question are largely answered in the paper with few exceptions.||1 to 18 points: Key portions of assigned questions are left unanswered.||0 points Not present|
|Logic & Clarity||13.5 to 15 points: Clear, logical flow to paper; major points are stately clearly.||12.5 to 13 points: Clear logical flow to paper; major points are stated clearly for the most part.||1 to 12 points: Lack of clarity and failure to logically explain and communicate answers is the norm.||0 points Not present|
|Research & Support||13.5 to 15 points: Major points are thoroughly supported by the following: Lecture material or ScriptureGood examples (pertinent conceptual or personal examplesThoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concept)||12.5 to 13 points: Major points are largely supported by the following: Lecture material or ScriptureGood examples (pertinent conceptual or personal examplesThoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concept)||1 to 12 points: Major points are lacking substantial support by the following: Lecture material or ScriptureGood examples (pertinent conceptual or personal examplesThoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concept)||0 points Not present|
|Structure (30%)||Advanced 92-100%||Proficient 84-91%||Developing 1-83%||Not Present||Total|
|Spelling, Grammar & APA||14.25 to 15.5 points: Little to no errors in spelling, grammar and APA||13.25 to 14 points: Some errors in spelling, grammar & APA||1 to 13 points: Numerous errors in spelling, grammar & APA||0 points Not present|
|Sufficient Length||7 to 7.5 points: 5 pages of content and a title page (reference page if needed)||6.25 to 6.75 points: Paper runs a bit long or a bit short of page requirements||1 to 6 points: Paper is more than three pages too long/too short||0 points Not present|