ADJ 299 - Supervised Study Assigns problems for independent study incorporating previous instruction and supervised by the instructor. May be repeated for credit. Variable hours. 1-5 credits The course description above is common to all Virginia's Community Colleges.
Presents the evolution philosophy structures and processes of the American juvenile delinquency system; surveys the rights of juveniles dispositional alternatives rehabilitation methods and current trends.#N#Prerequisite: Placement in ENG 111 or placement in co-requisites ENG 111 and EDE 11.#N#Course Content Summary
Surveys the general principles of American criminal law the elements of major crimes and the basic steps of prosecution procedure.#N#Prerequisite: Placement in ENG 111 or placement in co-requisites ENG 111 and EDE 11.#N#Course Content Summary
Examines ethical dilemmas pertaining to the criminal justice system including those in policing courts and corrections. Focuses on some of the specific ethical choices that must be made by the criminal justice professional.#N#Course Content Summary
Studies current and historical data pertaining to criminal and other deviant behavior.
Teaches the elements of proof for major and common crimes and the legal classification of offenses. Studies the kinds degrees and admissibility of evidence and its presentation in criminal proceedings with emphasis on legal guidelines for methods and techniques of evidence acquisition.
Surveys the historical and current usage of narcotics and dangerous drugs. Teaches the identification and classification of such drugs and emphasizes the symptoms and effects on their users. Examines investigative methods and procedures utilized in law enforcement efforts against illicit drug usage.#N#Course Content Summary
Provides supervised on-the-job training in selected business industrial or service firms coordinated by the college.#N#Course Content Summary
Assigns problems for independent study incorporating previous instruction and supervised by the instructor.
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Freshmen adjust to new surroundings and relate to unfamiliar people. Their peers may seem very different from family, friends and acquaintances at home. A student may hope his or her roommate will be a close friend and may be disappointed if he or she is not. Freshmen who live on campus learn to negotiate conflicts with roommates. Freshmen must fulfill new expectations from adults at college. For example, a professor typically will not call if a student misses class but will likely grade for attendance. Parents interact less with the university than they did with their sons’ or daughters’ high schools, and students must resolve concerns directly with professors, Residence Life, or other authorities.
Freshmen who live on campus learn to negotiate conflicts with roommates. Freshmen must fulfill new expectations from adults at college. For example, a professor typically will not call if a student misses class but will likely grade for attendance.
First year college students formulate expectations about college life long before they leave home. Some young adults look forward to college, eager to experience more freedom and adventure. Others may be enthusiastic initially but then discover that the experience falls short of their expectations when they don’t feel happy, comfortable, or secure in their new environment. Still others know that leaving home will be difficult and therefore dread the thought of leaving for college. No matter what his or her expectations, nearly every student encounters obstacles he or she didn’t anticipate during the transition to college. Even positive life changes produce stress, and certainly the changes leaving home demands can lead to feelings of sadness, loneliness and worry. These feelings are typical and part of the developmental transition to college.
Make an extra effort to take care of yourself. Plan time to rest, eat balanced meals, exercise and avoid the abuse of alcohol or other drugs. Develop a schedule you can manage, and identify an optimal place and time of day for study. If things are not working out as you planned, adjust your expectations.
Freshmen must choose when and how to study, socialize with new acquaintances, become involved in activities, budget money, exercise, and make time to eat and sleep. They learn how to balance going to class, participating in activities, completing schoolwork on time, taking care of themselves, and having fun. They schedule classes, buy personal items, make healthcare appointments and ask professors or other university staff for help. Students often need to take the initiative to address their responsibilities for the first time in their lives.
Even positive life changes produce stress, and certainly the changes leaving home demands can lead to feelings of sadness, loneliness and worry. These feelings are typical and part of the developmental transition to college.