1 Undergraduate Program Rubric—BACHELOR OF SCIENCE IN CRIMINAL JUSTICE Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical frameworks of professional practices and familiarity with discipline-specific tools and their application. Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F) Working knowledge of criminal justice system Demonstrates thorough insight and application of key criminal justice practices. Shows above average insight and application of key criminal justice practices. Demonstrates average insight and application of key criminal justice practices. Demonstrates below average insight and application of key criminal justice practices. Shows poor insight and application of key criminal justice practices. Theory analysis and application Demonstrates thorough and effective analysis and application of crime causation theories. Demonstrates above average ability to analyze and apply crime causation theories. Shows average ability to analyze and apply crime causation theories. Shows below average ability to analyze and apply crime causation theories. Shows poor ability to analyze and apply crime causation theories. EFFECTIVE COMMUNICATION Approach and Purpose, Organization, Style, Grammar, Mechanics, Format, Presentation and Delivery (where applicable) Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and Demonstrates sound or accomplished application of written, visual, or oral skills. Demonstrates sound or accomplished expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. Demonstrates adequate or proficient application of written, visual, or oral skills. Demonstrates adequate expression of topic, main idea, and purpose. Audience is generally addressed appropriately. Language is adequate, generally communicating ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and sometimes distract from meaning or presentation. Organization is ...

1. 1
Undergraduate Program Rubric—BACHELOR OF SCIENCE IN
CRIMINAL JUSTICE
Expectations: Student work at the undergraduate level is
expected to focus on a broad overview of the academic
discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with
discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C)
Partially Proficient (D) Unacceptable (F)
Working knowledge of criminal
justice system
Demonstrates thorough
insight and application
of key criminal justice
practices.
Shows above average
insight and application
of key criminal justice
practices.
Demonstrates average
insight and application
of key criminal justice
practices.

2. Demonstrates below
average insight and
application of key
criminal justice
practices.
Shows poor insight and
application of key
criminal justice
practices.
Theory analysis and application Demonstrates thorough
and effective analysis
and application of crime
causation theories.
Demonstrates above
average ability to
analyze and apply crime
causation theories.
Shows average ability to
analyze and apply crime
causation theories.
Shows below average
ability to analyze and
apply crime causation
theories.
Shows poor ability to
analyze and apply
crime causation
theories.
EFFECTIVE COMMUNICATION

3. Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
Demonstrates
outstanding or exemplary
application of written,
visual, or oral skills.
Demonstrates
outstanding expression of
topic, main idea, and
purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content
relevant to the
assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to
assignment.

4. Presentation and delivery
are confident and
Demonstrates sound or
accomplished application
of written, visual, or oral
skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, but
do not distract.
Organization is apparent
and mostly clear.
Format is appropriate to
assignment, but not
entirely consistent.
Demonstrates adequate

5. or proficient application
of written, visual, or oral
skills.
Demonstrates adequate
expression of topic, main
idea, and purpose.
Audience is generally
addressed appropriately.
Language is adequate,
generally communicating
ideas and content
relevant to the
assignment.
Errors in grammar,
spelling, and sentence
structure are present and
sometimes distract from
meaning or presentation.
Organization is adequate,
though confusing or
unclear at times.
Format is adequate, but
inconsistent.
Demonstrates
inadequate or partially
proficient application of
written, visual, or oral
skills.

6. Demonstrates
inadequate or partial
expression of topic,
main idea, and purpose.
Audience is often not
addressed appropriately.
Language often impedes
the communication of
ideas and content
relevant to the
assignment.
Errors in grammar,
spelling, and sentence
structure are frequent
and often distract from
meaning or
presentation.
Organization is
inadequate, confusing,
Demonstrates
unacceptable application
of written, visual, or oral
skills.
Demonstrates
unacceptable, unclear
expression of topic, main
idea, and purpose.
Audience is not
addressed appropriately.

7. Language does not
clearly and effectively
communicate ideas and
content relevant to the
assignment.
Errors in grammar,
spelling, and sentence
structure are pervasive
and consistently
distracting.
Format is absent or
consistently appropriate
to assignment.
Organization is not
2
Criteria Exemplary (A)) Accomplished (B) Proficient (C)
Partially Proficient (D) Unacceptable (F)
persuasive (where
applicable).
Presentation and delivery
are mostly confident and
persuasive (where
applicable).
Presentation and delivery
are adequate, with

8. evident lack of
confidence and
persuasive power (where
applicable).
and distracting.
Format is inadequate
and obscures meaning.
Presentation and
delivery are inadequate,
lacking confidence and
persuasive power
(where applicable).
apparent and completely
inadequate.
Presentation and
delivery are
unacceptable, with little
or no confidence and
persuasive power
(where applicable).
CRITICAL AND CREATIVE
THINKING, PROBLEM-SOLVING
PRACTICAL REASONING
Demonstrates
outstanding or exemplary
ability to analyze
assumptions and evaluate

9. evidence, complexities of
issues, and alternatives.
Where required,
demonstrates
outstanding or exemplary
ability to use creativity
and originality in
problem-solving.
Demonstrates sound or
accomplished ability to
analyze assumptions and
evaluate evidence,
complexities of issues,
and alternatives. Where
required, demonstrates
sound or accomplished
ability to use creativity
and originality in
problem-solving.
Demonstrates adequate
or proficient ability to
analyze assumptions and
evaluate evidence,
complexities of issues,
and alternatives. Where
required, demonstrates
adequate or proficient
ability to use creativity
and originality in
problem-solving.
Demonstrates
inadequate or partially
proficient ability to

10. analyze assumptions and
evaluate evidence,
complexities of issues,
and alternatives. Where
required, demonstrates
inadequate or partially
proficient ability to use
creativity and originality
in problem-solving.
Demonstrates
unacceptable ability to
analyze assumptions and
evaluate evidence,
complexities of issues,
and alternatives. Where
required, demonstrates
unacceptable ability to
use creativity and
originality in problem-
solving.
INFORMATION LITERACY AND
RESEARCH
PRACTICAL REASONING
Demonstrates
outstanding selection
and use of high quality,
credible, and relevant
sources to develop
ideas that are
appropriate to the
assignment.

11. Sources are consistently
cited according to
required
documentation (e.g.,
APA), with almost no
errors.
Demonstrates sound
selection and use of
credible, relevant
sources to support
ideas that are
appropriate to the
assignment.
Sources are generally
cited according to
required
documentation (e.g.,
APA), with few errors.
Demonstrates adequate
selection and use of
credible and/or
relevant sources to
support ideas that are
appropriate to the
assignment.
Sources are cited
according to required
documentation (e.g.,
APA), with some errors.
Demonstrates

12. inadequate selection
and use of sources to
support ideas in the
assignment.
Sources are
inconsistently cited
according to required
documentation (e.g.,
APA), with frequent
errors.
Demonstrates
unacceptable selection
and use of sources to
support ideas in the
assignment.
Sources are not cited
according to required
documentation (e.g.,
APA).
University of San Diego
School of Business Administration
Economics 201, Spring 2014

13. Problem Set 3
(due Weds. 3/26/14 at the beginning of class)
The key to getting full points on problem set and exam
questions is the quality of your explanation. Every
question has a tool or concept associated with it, and you need
to use that tool in your answer. But just
writing a formula or drawing a graph isn’t enough: you need to
explain what that graph or formula tells
you, and how it gives you an answer to the question. Full points
are awarded for the combination of correct
use of the tool and correct explanation of the logic. I can only
judge you on what you actually write down –
“that’s what I meant” doesn’t cut it. Last but not least, be sure
to show your work on any calculations.
1) Your job in this question is to explain a couple of puzzling
facts about the US
manufacturing sector over the last 10 years. Employment in US
manufacturing is
roughly 5.5 million jobs lower than it was in 1999. However,
the real value of US
manufacturing output rose 14% from 1999 to 2010. Naturally,
making more output
with fewer workers has shown up in the official statistics as a
sharp increase in labor
productivity.
Use the tools we’ve discussed so far in Module 3 to explain
these trends in US
manufacturing. Specifically, you need to address how it’s
possible to produce the

14. same output with fewer workers – what’s making US
manufacturing workers more
productive? A big hint: the rental price of capital follows long-
term interest rates in
the US pretty closely. If you argue that something causes firms
to change their
behavior, use a specific argument like “buck for the bang” to
explain why. If you’re
not already familiar with what happened to long-term interest
rates in the US over
this period, google ^TNX and click the “max” link under the
chart to see a graph of
10-Year Treasury Bond rates. Start with lower interest rates,
think through what that
means for input mix, and then connect it back to labor
productivity.
2) You are the owner of a winery. Your production function is
33131 KLLKq == , where
q measures the number of bottles of wine you can produce in a
day. K measures how
many “capital-hours” you rent today, and L is the number of
hours of labor you hire
today. It costs $10 to rent capital for an hour, and $5 to hire a
worker for an hour.
Each bottle of your wine sells for $45, regardless of how many
you sell (i.e. you are a
price taker in both your input and output markets).
a) First, let’s look at the short run. Assume capital is fixed at
K=27 units of capital,
but you are free to adjust labor as necessary to maximize
profits. Calculate the
marginal revenue product of labor in this situation, and use it to
determine the

15. profit-maximizing amount of labor to hire. How many bottles
of wine will you
produce today? How much profit will you earn at this level of
production? First,
use the marginal revenue product rule to find L*. Then plug L*
and K=27 back
into the production function. Lastly, remember that C = wL
+rK. The answers
should all come out as integers.
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16. Meshari Almalik
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b) Now it’s the long run, so you can alter the amount of capital
you are using.
Assume you want to produce the same output as in part a.
Calculate the cost
minimizing level of capital and labor you should use. Calculate
the total cost of
production using the cost minimizing combination of inputs,
and the profit you
would earn. Get a relationship between K* and L* from our
cost minimizing
rules, then substitute back into the production function with the
q from 2a to get
values for K* and L*. The answers here are not integers –
sorry.
c) Draw an isoquant/isocost graph that illustrates the short-run
input choice from
part a, and the cost-minimizing long-run input choice in part b.
You don’t need to
be too detailed in your intercepts, etc. Just draw a graph that
shows the relative
slopes of the isoquant and isocost line for 2a and 2b.
d) Consider the suboptimal input mix we used in the short run
(2a). Use either the
“buck for the bang” rule or the “equal slopes” rule to suggest a

17. small shift in input
mix that would allow the firm to produce the same amount at
lower cost.
3) Suppose that your firm has a short run cost function of CSR
= 250 + q3.
a) Calculate the marginal cost function (MC), the average
variable cost function
(AVC), and the average total cost function (AC).
b) Find the quantity at which MC=AC. Why is this an
interesting point when
thinking about the firm’s profits?
c) Suppose that the price of this firm’s output is P=$48.
Calculate the profit
maximizing level of production. Calculate the firm’s profit at
this level of
production, first by calculating total revenue and total cost, then
by using price
and the average cost function.
d) Should this firm shut down in the short run? Answer this
question in two ways:
first, compare the profit of producing q = 0 to the profit from
3c. Next, use the
AVC function. In both cases, use these results to explain why
the firm should

18. shut down or stay in business. If you decide that this firm
should stay open in the
short run, how low would the price have to drop for the firm to
shut down
immediately?
e) Lastly, draw the cost curve diagram for this problem: P, AC,
MC, and AVC.
Since these are polynomials I won’t get picky – here’s the level
of detail I expect.
i) Draw your MC and AVC curves roughly to scale based on the
coefficients.
ii) AC, MC, and AVC curves need to obey the rules we
discussed in lecture.
iii) Label the following points: 1) q where MC=AC, and the
associated MC.
2) Price of the good, and the profit maximizing quantity. 3) AC
and AVC of
the profit maximizing quantity. 4) The profit rectangle.