The attached document is a report created by the Justice Policy Institute,
“This report compares and contrasts the criminal justice policies and social, economic, and governmental structures of five countries – Australia, Canada, England and Wales, Finland and Germany – to the United States. While each nation has a unique set of circumstances and realities, each has enough fundamental similarities to the U.S. that cross-national policy adoption could be considered. An evaluation of the various similarities and differences can broaden the existing dialogue and create more momentum for the types of systemic reforms that will reduce the burden of over-incarceration on communities, states, and the country as a whole.”
Begin by reading through the report, and then pick one other country to highlight, along with the United States.  Complete your assignment using those two countries.

• Assignment: Create a Comparison of Court Systems: Create a visual representation of a comparison between the United States justice system and another country. 
  Please only use the resources cited in this module for your information.  Choose one country to compare to the United States, and three separate points of comparison.
   showing the information from the country of your choice, and include a comparison of the United States. 

For example, you could compare violent crimes and look at the rates of arrests, convictions, and recidivism. 

Question: 

Journal response. In Weeks 3-7 you were directed to keep a professional work journal (Please refer to Week 2 for a review of instructions). Now you will review your work journal entries and arrange some of them into an essay. The essay will reflect upon those five weeks of experiences recorded in your journal and what you have learned.  Include how they may have furthered your career or caused you to rethink your career goals.  Your essay should include your experiences, observations, and the key concepts based on the internship and business course experience. The CLA1 assignment will be a Turnitin paper of 4 to 6 pages. 

Your paper should be formatted in APA style. Include at least two (2) peer-reviewed sources related to course material taken in your academic program.  

Reminder About Journaling: Whether you want to be able to look back at where you started, set a future course for yourself and seek a new path, or just deal with present issues, journaling helps you do that in a reflective way. You need not write every day. Journaling gives you a place to better understand yourself, to plan your goals, and to follow-up on goals. One pitfall of journaling is that it can become part of a log of your feelings for any one day and you want to avoid these types of emotional responses. 

Note:

1. At least 4-6 pages 

2. Journal needs to be formatted in APA 7th edition

3. Need to have at least 2 peer-reviewed articles as the references (Recommend to find the articles from proquest.

4. Need to include introduction and conclusion.

5. Please read the word file attached “Week 1 to week 14 discussion for Internship Course” prior writing the journal to understand what am I doing for my job and my experiences.

6. I have also attached Journal for Internship Course which you wrote it for me before, and please also use that as the reference, and do not repeat the contents.

For this assignment, choose a journal article from the CSU Online Library that relates to one of the following topics: 

• electrical safety, 
• fire prevention, 
• fire protection, or 
• life safety code. 

The article chosen for the review must be from a professional (scholarly) journal and published within the past five years. The Academic One File, Academic Search Ultimate, and Business Source Ultimate databases are good sources of journals for safety-related articles. If you are not sure if an article you have chosen meets the assignment requirements, be sure to contact your professor for additional guidance. Prepare a review and critique of the chosen journal article that includes the following elements: 

• a brief introduction to the article, 
• a summary and analysis of the key points in the article, 
• how the article relates to the concepts presented in the course textbook, 
• whether or not the article provides support for the relevant Occupational Safety and Health Administration (OSHA) standards surrounding the topic, and 
• how the article could be used by the safety professional to improve accident prevention efforts. 

The assignment submission must be a minimum of two pages in length, not including title and reference pages. APA formatting is required. All sources used, including the course textbook, must be referenced. Paraphrased and quoted material must have accompanying in-text citations. For assistance in the search for professional journal articles, this resourcefrom the CSU Online Library may be helpful.

Final Project Guidelines

In the Final Project, due by Day 7 of Week 11, you are asked to demonstrate your ability to conduct an abbreviated literature review on a forensic psychology topic of your choosing and report your findings from the literature review.

Your Final Project should include 12–15 research articles on your chosen topic and should be empirically based. The articles also should represent contemporary findings on your topic and come from peer-reviewed journals. Your Final Project should end with a summary of the major findings from your literature review and your recommendation of possible future directions that research on your chosen topic may cover.

A superior Final Project demonstrates breadth and depth of knowledge and critical thinking appropriate for graduate-level scholarship. The paper must follow APA Publication Manual guidelines and be free of typographical, spelling, and grammatical errors. The paper should be 10–12 pages, not counting the title page, abstract, or references. Please note that quantity does not always correspond to quality, and a well-written Final Project that includes all of the necessary information can be accomplished in fewer than the maximum number of pages. The Final Project for this course will be evaluated according to all four indicators in the Application Assignment and Final Project Writing Rubric located in the Course Information area.

References

Please note that you must use primary sources. Peer-reviewed journal articles should make up the bulk of your references (80% or more). In other words, you may use non-peer reviewed and non-empirically based material in addition to your 12–15 peer-reviewed, empirically-based journal articles. If referring to a book as one of your non-peer reviewed, non-empirically based sources, be sure to include all information in APA style, including specific page numbers. Note that an article referred to in a book is a secondary source and does not count as one of your peer-reviewed, empirically-based articles. You must go directly to the original source for your 12–15 peer-reviewed, empirically based articles. Additional information about secondary sources is available in the APA Publication Manual and in the Walden Writing Center http://inside.waldenu.edu/c/student_faculty/studentfaculty_562.htm).

Also see “Policies on Academic Honesty” in the Guidelines and Policies, Walden University Policies and Information.

https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport/ultra?attemptId=e1dbf9d8-6993-4da9-8b89-4f2f9a6638dc&course_id=_16779543_1&includeDeleted=true&print=true&download=true

https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport?attemptId=e1dbf9d8-6993-4da9-8b89-4f2f9a6638dc&course_id=_16779543_1&includeDeleted=true&force=true

Module 4: Cognitive Explanations of Learning
Metacognition:
• John Flavell + Lev Vygotsky + Jean Piaget
• Metacognition is the monitoring and control of thought, thinking about cognition, self reflection
• Metacognition is the process of being self-aware of one’s own personal learning strengths and weaknesses; strategy knowledge and use; and a capacity for self-reflection
Strategies to Improve Metacognitive Awareness:
– Discuss with the class the importance of metacognitive knowledge
– Model your own metacognitive processes for students
– Ensure there is time for group discussion and reflection about learning activities
– Make visible the cognitive strategies students are using
Improve regulation of cognition by checking planning, monitoring and evaluating strategy use
Examples of Reflective Questions: https://4assignmenthelpers.com/module-4-cognitive-explanations-of-learning/
– What is your goal?

http://yourassignmentprofs.com/
What strategies are you using?
– Who can you ask for help?
– How often are you studying?
– Do you think your strategies are working?
– Do you need to make changes to your strategies?
– Did you achieve your goal?
– What strategies worked?
– What will you do differently next time?
Benefits and Limitations of Metacognition;
– Self-awareness
– More efficient use of study time by using strategies
– Taking control of learning
Not always easy to identify learning strategies
– Hard to be honest about strategies
Introspection can lead to doubt
Module 5: The Constructivist Classroom
Constructivism:
• John Dewey + Jean Piaget + Jerome Bruner + Benjamin Bloom
Key Principles of Constructivism;
– Learners are active participants in their own learning – the leam by doing
– Learners are self-regulated – they plan, monitor and evaluate (metacognition)
– Social interaction is necessary for learning
– Individuals are encouraged to make sense of information for themselves
Classroom Strategies of Constructivism;
– Discovery learning – problem based learning
– Problem solving
– Open-ended questions
Reflection; Learning journal
– Questioning
– Collaborative learning
– Small-group learning
– Social learning – online networking Peer teaching
– Use of experts e.g. parents or community members
– Use of Bloom’s taxonomy to structure a series of questions that each student can apply based on their capacity
– Cultural experiences – excursions to art galleries, museums, national parks
Benefits and Limitations of Constructivism;
– Active discovery promotes curiosity
– Active rather than passive learning
Interaction with experts
– Encouraged use of available technology
– Requires considerable time
– Students may not have group work skills
– Lack of student motivation
– Students may leam incorrectly
Module 6: Contemporary Teaching Strategies
Collaborative Inquiry and Problem Based Learning:
• John Chaffee + John Dewey + Socrates
• Scaffolds (tools, resources, and processes provided by the teacher)
• Before learning – during learning – after learning
• Based around experiencing and solving real world problems
Characteristics of Collaborative Inquiry and Problem Based Learning:
– Posing questions and investigating these using data/information
– Freedom for groups of students to define their own inquiry or problem solving process
– Development of ideas within a community of learners
– Student-centred activities in order to solve a problem
– Discovery or exploration of ideas
Elements of the Process of Inquiry/Problem Based Learning;
– Asking questions
– Planning
– Investigation
– Analysis of information
– Model creation of the solution/findings
– Conclusion
– Reflection
Scaffold Examples:
– providing some direct instruction at the start of the project – helps orient students to the topic and provides an overview of the importance of the topic
– provide a series of steps that the students have to follow, based on relevant content
– take students on an excursion https://legitassignmenthelp.com/2021/04/17/john-flavell-lev-vygotsky-jean-piaget/
– ask the local experts to speak to class and respond to questions
– provide regular opportunities in class to discuss the strategies students are using, zealtutors.com and their perspective on how effective these strategies were
Benefits and Limitations of Inquiry/Problem Based Learning:
– Teaches critical thinking skills http://assignmenthelp4u.com/recognition-letter/
– Focuses on strategies to overcome problems
– Improve students attitudes towards learning
– Not all students comfortable with group work
– Relies on introspection and self-report
– Regular feedback can be difficult
Module 7: Personalised Learning and Data Driven Teaching
• David Miliband
• select age-equivalent content that is meaningful and respects students’ individual needs, strengths, language proficiencies and interests
• provide stimulating learning experiences that challenge, extend and develop all students
• use their knowledge of students’ individual needs, strengths and interests to ensure access to the teaching and learning program.
• Emphasises student individuality
• Meaningful connection between student and curriculum
• Data driven teaching uses individual data from student assessment to tailor make future assessments and activities based on current ability level
Benefits and Limitations of Personalised Learning:
Many ways for students to present work
– Students have a choice in how they learn and what materials they choose to leam with
– Encourages autonomy, self awareness, and responsibility
– Some students are indecisive and procrastinate
– Finance restraints
– Without direct guidance curriculum components may not be fulfilled

Module 4: Cognitive Explanations of Learning