Book for course is Criminal Justice Today: An Introductory Text for the 21st Century
Frank Schmalleger, 2017
Pearson
Identify the propositions of Sutherland’s differential association and analyze using examples of delinquency.
OR
Compare and contrast Park and Burgess’ work with Shaw and McKay’s work with regard to social disorganization.
OR
Define and discuss labeling as an explanation for second or subsequent acts of delinquency. Why cannot it explain the first act of delinquency?
Standard High-School level paper, ~550 words, Times Roman, 12 Font, with Intro + Body + Conclusion. Does not have to be formatted in any particulchoar way as far as APA , MLA , etc.
A review of Inside Mexico’s most Powerful Drug Cartel
Using Microsoft Word, write a review of at least 900 words that addresses the following central question:
How would a student in this class benefit by watching this film-what would a student gain? Consider the work’s purpose, its construction, and its content, and should comment on the strengths and weaknesses of each of these areas. Your review is an attempt to help someone to see the work as you see it. Explain the reasons behind your claims and conclusion to your reader.
Sentencing guidelines are determined through best practice research and public policies. Criminal justice practitioners must be well-informed regarding public policies and trends that impact sentencing in order to uphold best practices. In this summative assessment, you look at your state’s sentencing guidelines for 2 crimes, as well as the public policies that influenced them.
Research examples of sentencing guidelines for 2 specific crimes in your state and the public policies that influenced these guidelines.
Write a 1,400- to 1,750-word analysis of sentencing guidelines and the related public policies. Address the following in your paper:
Identify the 2 crimes you researched.
Describe the sentencing guidelines in your state for each crime.
Compare the sentencing guidelines for adult offenders and juvenile offenders for each crime.
Compare the sentencing guidelines of your state to the guidelines of another state and the guidelines at the federal level for each crime.
Describe public policies and trends that influenced the sentencing guidelines in your state for the crimes you researched.
Explain the impetus for the public policies and data that supported the public policies.
Propose a change to the sentencing policies in your state for the crimes researched and substantiate your proposal with support from research on the benefits of this change.
Write 2 -3 paragraphs on a couple of things you believe that can be done to prevent youngsters from becoming a delinquent or undisciplined and being sent to a detention and/or training school.
Assignment Content
The mission of the FBI’s Violent Crimes Against Children (VCAC) program is to provide an aggressive task force to counter all threats of abuse and exploitation of children.
Assume you work for a nonprofit organization that assists abused women and children by providing needed resources when necessary. You are aware of an ongoing community problem that involves human trafficking of women and children. You contact the local FBI office for information on combatting these crimes.
The FBI agent asks you to visit the FBI’s Violent Crime website to gain an understanding of the crimes the FBI is responsible for investigating. He also suggests you organize a community outreach program that can educate local citizens on how to identify and report suspicious human trafficking incidents. The agent states that he will attend your community gathering of concerned citizens to answer questions and assist in community training.
Create a 500-word outline for the training session that includes the following:
An introduction that discusses the problems you see hindering the FBI’s investigation and prosecution of women/child sex tourism in this country and foreign countries
A summary of 3 of the most violent crimes against women/children you find through your research
Evidence for each of the 3 most violent crimes
Recommendations for how the local community members can recognize, identify, and report suspicious human trafficking incidents in your community
Assignment Objectives Unit 3 – Individual Project
Demonstrate skills through case study.
Demonstrate the integration of knowledge from prior coursework.
Scenario Part 1
On March 12, 2014, at approximately 2200 hours, the Sunnyville, Utah Police Department received a 911 call of an armed robbery at 201 SE 2nd Ave. Upon the police arriving on scene, Victim 1, Luke Roberts, had been shot in the head and deceased. Victim 2, Liam O’Neil, was pistol-whipped. Both victims were robbed of their cell phones and wallets at gunpoint. Liam O’Neil was able to identify both suspects and the getaway vehicle. A short distance away, police stopped the suspect vehicle with two Caucasian males that matched the description provided by Mr. O’Neil. After the two suspects were positively identified, they were arrested and brought to the police station for interviews.
Before the police interviewed the suspects, they read them their Miranda rights. Suspect 1 refused to speak to the police, invoked his Miranda rights, and stated that he wanted a lawyer. The police began asking Suspect 2 specific questions about the crime. Suspect 2 stated “I’m not sure I should talk to you,” but then hesitantly proceeded to answers questions, making several incriminating statements.
Scenario Part 2
The police conducted a second interview. As Suspect 2, Keith Hopkins, waited for the detective to speak to him again, he appeared to be deleting messages from his phone. As the second interview began, Hopkins admitted to hiding the stolen property from both victims inside his residence located at 1106 SE 9th Ave. He stated that the victim’s property was hidden in a laundry basket in his bedroom. He also stated that Suspect 1, Steve Chapman, hid the gun used in the robbery in the attic of his house under the insulation. You suspected that there may also be additional evidence in the house, but Keith Hopkins will no longer provide you with any information. The police asked Mr. Hopkins for consent to search his residence, but he immediately remembered an episode of his favorite police show and refused to give you permission to search his house for the evidence.
Scenario Part 3
After completing a thorough investigation into the robbery and serving your search warrant, both of your suspects were found guilty at trial. The next step of the Criminal Justice System (the sentencing phase) will begin. Because victim Roberts was shot in the head and killed, the State is seeking the death penalty for Steve Chapman. He has an extensive violent criminal history (convicted felon), and shows no remorse for victim Roberts or his family.
Scenario Part 5
Suspect Hopkins is now being sentenced to life in prison for his involvement in the robbery. The State’s Attorney has taken into consideration Keith Hopkins’ cooperation in the investigation, as well as his remorse for the victims.
In the adversarial system, both sides (prosecution and defense) represent their party’s positions before an impartial body who will attempt to determine the truth. The adversarial system also allows both parties to determine the appropriate sentencing once an individual charged with a crime is convicted.
Take the role of either the state’s attorney or the defense attorney. Make an argument of whether a life sentence is appropriate (or not) in this scenario.
ASSIGNMENT DESCRIPTION Deliverable Length: 1-2 pages OBJECTIVES
You are a law enforcement executive, and you are asked by the Police Executive Research Forum (PERF) to prepare a white paper related to terrorism and organized crime from a command and control perspective. Address the following in your paper:
The National Governor’s Association was created by President Theodore Roosevelt in 1908 so that he could stay in contact with the state’s governors on natural resource and other issues. By 1977 their primary concern was the federal government’s over-emphasis on emergency preparedness related to nuclear attack and Civil Defense and not as they stated, “the lack of a comprehensive emergency policy for managing natural, man-made, and attack emergencies”.
They formed the Subcommittee on Disaster Assistance to analyze and make recommendations about the state’s problems in managing all emergencies including the need for a new federal agency. The subcommittee first released the “1978 Emergency Preparedness Project-Final Report (State Comprehensive Emergency Management) and in 1979 published the “Comprehensive Emergency Management – A Governor’s Guide” which is your reading this week.
The work the Association did change the approach to emergency management and the creation of the FEMA remains their most significant accomplishment to date. If you are interested in knowing more about the NGA just visit: https://www.nga.org/ (Links to an external site.) (Links to an external site.)
In the NGA Governor’s Guide reading this week you will get a historical perspective how the practice of emergency management has evolved over the last 40+ years to the general model we adhere to today. As you will learn from the lecture PPT, the former phases have been replaced with the newest doctrine we will cover this semester. The NGA was the catalyst for a shift in funding investments for the states from the Cold War and civil defense emphasis to one of all hazards and later homeland security related to terrorism. With few exceptions much of the 1979 NGA roadmap is followed today in preparing for, responding to, and recovering from events of all types.
Federal Emergency Programs 2
State Emergency Management, 1978 3
Types of Emergencies 12
Emergency Management Phases 12
Federal-State-Local Partnership 13
Organizational Involvement in Varied Types of Emergencies 15
The Governor’s Policy 28
Establishing a CEM Program 31
Appointing a Comprehensive Emergency Manager 33
The Governor’s Report 36
Annual CEM Evaluation 37
Accuracy 43
Timing 44
Gauging 45
Communications 46
Appendix A: NGA Comprehensive Emergency Management Policy 51
Appendix B: The Governor’s Emergency Report 55
In week 1, you learned about and discussed the crisis at Three Mile Island. This week you will learn about the Tylenol Crisis. First, review all materials listed below in the Resources for Assessment section. Then, compare and contrast the leadership qualities exhibited during the Three Mile Island crisis versus the leadership qualities exhibited during the Tylenol Crisis.
Why was Johnson & Johnson able to recovery so quickly from the crisis as compared to Three Mile Island?
How could crisis communication training have better served the leaders in the Three Mile Island incident?
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