Tag: Constitutional, Criminal & Civil Law Analysis

  • [Solved] !

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **Guidelines for Term Paper** **Term Paper:** You are required to write a seven-to-ten-page term paper for the course. You should document the paper properly using the APA style and double-spaced. You should cite at least eigh…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **Guidelines for Term Paper**

    **Term Paper:** You are required to write a seven-to-ten-page term paper for the course. You should document the paper properly using the APA style and double-spaced. You should cite at least eight peer-reviewed articles. **You should write not more than ten pages (minimum is seven pages), excluding the title and reference pages. The format should be**:

    – Title page.
    – Introduction.
    – Literature review (in themes or paragraphs).
    – A conclusion (summary and policy implications of paper or recommendations).

    Sample topics and further guidelines are outlined in the syllabus. You should upload your paper through the link below. Avoid plagiarism, and make sure you acknowledge all sources of information you used (either paraphrases or direct quotes). I will upload your paper on Turn-it-in to check for plagiarism. If you have not started the term paper since last month, I will advise that you do the article review!

    **Guidelines for Article Review**

    Article Review: **You should review only one article**. The review should be a critical analysis and not just a summary of the article. Your work should be double-spaced, using the APA style. You should support your argument with relevant examples or citations (drawn from the article, your textbook, or other sources). You should cite at least six different scholarly articles or relevant textbooks. **The review should not be more than eight pages (minimum is six pages), excluding the title and reference pages. The format should be** the Title page, Introduction, Literature review (in themes or paragraphs), and a conclusion (here you summarize your position regarding the article relating it to what you learned in this course or other courses).

    – [\
    \
    FinalAssignmentRubric.docx](https://www.sweetstudy.com/files/finalassignmentrubric-docx-10544803 "FinalAssignmentRubric.docx")

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **files (1)** – ## kim.docx **## kim.docx** **The final paper should resemble a scientific journal article in structure, style and format. Results presented should include some or all of the following:** **Quantitative**: desc…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **files (1)**

    – ## kim.docx

    **## kim.docx**

    **The final paper should resemble a scientific journal article in structure, style and format.  Results presented should include some or all of the following:**

    **Quantitative**: descriptive statistics (means, standard deviations, frequencies), graphic presentation, reliability and validity, and tests of significance;

    **Qualitative**: Writing a method section for a proposal or study for qualitative research partly requires educating readers as to the intent of qualitative research, mentioning specific designs, carefully reflecting on the role the researcher plays in the study, drawing from an ever-expanding list of types of data sources, using specific protocols for recording data, analyzing the information through multiple steps of analysis, and mentioning approaches for documenting the methodological integrity or accuracy—or validity—of the data collected.

    **Mixed Method**: a combination of both Quantitative and Qualitative Methods

    The first four steps will be assignments throughout the semester. The final paper will be due at the end of the semester.

    Your assignment should be typed, double-spaced, 12-point font and formatted per the APA guidelines. Each essay should be between 5000-8000 (10-15 pages –excluding the title and reference pages) words in length, with one-inch margins on all sides and page numbers.  Please do not vary your font, font size, kerning, spacing, or punctuation to overcome the length requirement, as this is readily apparent to your instructor.

    **## kim.docx**

    **The final paper should resemble a scientific journal article in structure, style and format.  Results presented should include some or all of the following:**

    **Quantitative**: descriptive statistics (means, standard deviations, frequencies), graphic presentation, reliability and validity, and tests of significance;

    **Qualitative**: Writing a method section for a proposal or study for qualitative research partly requires educating readers as to the intent of qualitative research, mentioning specific designs, carefully reflecting on the role the researcher plays in the study, drawing from an ever-expanding list of types of data sources, using specific protocols for recording data, analyzing the information through multiple steps of analysis, and mentioning approaches for documenting the methodological integrity or accuracy—or validity—of the data collected.

    **Mixed Method**: a combination of both Quantitative and Qualitative Methods

    The first four steps will be assignments throughout the semester. The final paper will be due at the end of the semester.

    Your assignment should be typed, double-spaced, 12-point font and formatted per the APA guidelines. Each essay should be between 5000-8000 (10-15 pages –excluding the title and reference pages) words in length, with one-inch margins on all sides and page numbers.  Please do not vary your font, font size, kerning, spacing, or punctuation to overcome the length requirement, as this is readily apparent to your instructor.

  • [Solved] criminal J

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    **files (1)** – ## FinalDBCriminalJ.docx **## FinalDBCriminalJ.docx** **Discussion Board #5-Purpose of Prisons and Jails** Prison and Jail Reform: How have the goals and operations of prisons and jails changed? What are the arguments for and against privatized prisons and where do you stand? **Stude…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## FinalDBCriminalJ.docx

    **## FinalDBCriminalJ.docx**

    **Discussion Board #5-Purpose of Prisons and Jails**

    Prison and Jail Reform:

    How have the goals and operations of prisons and jails changed? What are the arguments for and against privatized prisons and where do you stand?
    **Students must post their initial response by Wednesday, May 6th and post comments to two peers by 11:59 p.m. on Saturday, May 9th.  Your response must be 300-350 words in APA format. Read all requirements on the RUBRIC!**

    **## FinalDBCriminalJ.docx**

    **Discussion Board #5-Purpose of Prisons and Jails**

    Prison and Jail Reform:

    How have the goals and operations of prisons and jails changed? What are the arguments for and against privatized prisons and where do you stand?
    **Students must post their initial response by Wednesday, May 6th and post comments to two peers by 11:59 p.m. on Saturday, May 9th.  Your response must be 300-350 words in APA format. Read all requirements on the RUBRIC!**

  • [Solved] budget proposal

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    You have been assigned by the Commissioner to prepare a PowerPoint presentation, to be presented to the Legislative Ways and Means Committee. The presentation is to request funding to create a 20 bed Assisted Daily Living Unit for elderly and medically disabled inmates. Medical care and services wil…

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    Assignment Prompt & Instructions

    You have been assigned by the Commissioner to prepare a PowerPoint presentation, to be presented to the Legislative Ways and Means Committee.  The presentation is to request funding to create a 20 bed Assisted Daily Living Unit for elderly and medically disabled inmates.  Medical care and services will be provided by a private vendor; correction officers will provide security in the unit. The presentation must include:

    – Provide the historical justification for the need for this type of specialized unit
    – Explain the legal mandate for the delivery of healthcare in correctional facilities
    – Explain how this creation of the unit is consistent with the mission and the vision of the agency
    – Detail the criteria for inmate placement in the unit
    – Detail the services to be provided (For the purposes of this project assume a contract cost of $250,000)
    – Detail the number of correction officers required to provide security in the unit and any special skills these officers may need.  Remember, if they need special skills and need additional training, you will need to detail how you will train them and how you will pay for such.
    – Identify the stakeholders and what critical factors need to be taken into consideration for each stakeholder.

    **Format Requirements:**

    – PowerPoint presentation
    – The presentation will include a title slide.  This should follow APA format and contain the information of a cover page (not included in slide count)
    – You must include in text citations and a reference slide at the end (not included in slide count).  Citations must be in APA format
    – The final work may include photographs, charts, graphics, or any other appropriate elements to enhance the effectiveness of your PowerPoint presentation.
    – Your presentation should not be more than 18 PowerPoint slides.
    – Additional narrative (as though you were presenting to a live audience)  shall be added to the notes section of the slide.  Notes per slide should be a minimum of 150 words.

    – [\
    \
    budgetrequest.pptx](https://www.sweetstudy.com/files/budgetrequest-pptx "budgetrequest.pptx")

  • [Solved] CJ 485 Module One Practice Activity

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file for assignment details. **files (2)** – ## CJ485ModuleOnePracticeActivityTemplate.docx – ## ModuleOnePracticeActivityGuidelinesandRubric.html.zip **## CJ485ModuleOnePracticeActivityTemplate.docx** …

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Please see the attached file for assignment details.

    **files (2)**

    – ## CJ485ModuleOnePracticeActivityTemplate.docx

    – ## ModuleOnePracticeActivityGuidelinesandRubric.html.zip

    **## CJ485ModuleOnePracticeActivityTemplate.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-485-module-one-practice-activity)

    ## CJ 485 Module One Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | | |
    | — | — | — |
    | Website (Minimum of Two) | Relevance of Data Sets in Relation to Your Research Topic | How This Data Will Assist with Your Review of the Literature |
    | Website 1<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 2<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 3<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |
    | Website 4<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |

    **References**

    [List any references in APA format here.]

    | | | |
    | — | — | — |
    | | | |

    **image1.png**

    **image2.svg**

    **## ModuleOnePracticeActivityGuidelinesandRubric.html.zip**

    ## Module One Practice Activity Guidelines and Rubric.html

    ## CJ 485 Module One Practice Activity Guidelines and Rubric

    ### Overview

    In this practice activity, you will search federal, state, and local websites for data (typically in the form of statistics) that relate to the research question you identified. You will then explain the relevance of the data sets you discovered and how the data will assist you with your review of the literature (ROL).

    ### Prompt

    In this module, you have learned about the importance of finding data that reveal significant information about criminal justice problems. These data can be used to better understand a topic and reveal information about that topic that might require further research. Using the
    [Module One Practice Activity Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20485%20Module%20One%20Practice%20Activity%20Template.docx?isCourseFile=true), complete the following:

    – Identify federal, state, and/or local websites that contain data related to your chosen research topic.

    – Identify a minimum of two websites. These must be websites of an official government entity. (If you are unsure if the website is of an official government entity, reach out to your instructor.)
    – Next, analyze the relevance of the data set in relation to your chosen research topic in 50 to 100 words for each website.
    – Then, in 50 to 100 words for each website, describe how the data from that website will assist you with your ROL.

    Specifically, the following rubric criteria must be addressed:

    – Identify at least two federal, state, and/or local websites for data related to a criminal justice research topic.
    – Analyze the relevance of data sets for each website in relation to a specific criminal justice problem.
    – Describe how specific data will assist in an ROL.

    ### What to Submit

    This assignment must be completed in written format using the provided template. Any references should be cited according to APA style. Consult the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow
    [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
    [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module One Practice Activity Rubric

    | Criteria | Meets Expectations (100%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Identify Websites | Identifies at least two federal, state, and/or local websites for data related to a criminal justice research topic | Does not identify at least two federal, state, and/or local websites for data related to a criminal justice research topic | 25 |
    | Relevance of Data | Analyzes the relevance of data sets for each website in relation to a specific criminal justice problem | Does not analyze the relevance of data sets for each website in relation to a specific criminal justice problem | 25 |
    | How Data Will Assist an ROL | Describes how specific data will assist in a review of the literature (ROL) | Does not describe how specific data will assist in a review of the literature (ROL) | 25 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Does not use citations for ideas requiring attribution | 10 |
    | Total: | 100% |

    ## Course Documents/CJ 485 Module One Practice Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-485-module-one-practice-activity)

    ## CJ 485 Module One Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | | |
    | — | — | — |
    | Website (Minimum of Two) | Relevance of Data Sets in Relation to Your Research Topic | How This Data Will Assist with Your Review of the Literature |
    | Website 1<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 2<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 3<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |
    | Website 4<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |

    **References**

    [List any references in APA format here.]

    | | | |
    | — | — | — |
    | | | |

    **image1.png**

    **image2.svg**

    **## ModuleOnePracticeActivityGuidelinesandRubric.html.zip**

    ## Module One Practice Activity Guidelines and Rubric.html

    ## CJ 485 Module One Practice Activity Guidelines and Rubric

    ### Overview

    In this practice activity, you will search federal, state, and local websites for data (typically in the form of statistics) that relate to the research question you identified. You will then explain the relevance of the data sets you discovered and how the data will assist you with your review of the literature (ROL).

    ### Prompt

    In this module, you have learned about the importance of finding data that reveal significant information about criminal justice problems. These data can be used to better understand a topic and reveal information about that topic that might require further research. Using the
    [Module One Practice Activity Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20485%20Module%20One%20Practice%20Activity%20Template.docx?isCourseFile=true), complete the following:

    – Identify federal, state, and/or local websites that contain data related to your chosen research topic.

    – Identify a minimum of two websites. These must be websites of an official government entity. (If you are unsure if the website is of an official government entity, reach out to your instructor.)
    – Next, analyze the relevance of the data set in relation to your chosen research topic in 50 to 100 words for each website.
    – Then, in 50 to 100 words for each website, describe how the data from that website will assist you with your ROL.

    Specifically, the following rubric criteria must be addressed:

    – Identify at least two federal, state, and/or local websites for data related to a criminal justice research topic.
    – Analyze the relevance of data sets for each website in relation to a specific criminal justice problem.
    – Describe how specific data will assist in an ROL.

    ### What to Submit

    This assignment must be completed in written format using the provided template. Any references should be cited according to APA style. Consult the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow
    [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
    [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module One Practice Activity Rubric

    | Criteria | Meets Expectations (100%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Identify Websites | Identifies at least two federal, state, and/or local websites for data related to a criminal justice research topic | Does not identify at least two federal, state, and/or local websites for data related to a criminal justice research topic | 25 |
    | Relevance of Data | Analyzes the relevance of data sets for each website in relation to a specific criminal justice problem | Does not analyze the relevance of data sets for each website in relation to a specific criminal justice problem | 25 |
    | How Data Will Assist an ROL | Describes how specific data will assist in a review of the literature (ROL) | Does not describe how specific data will assist in a review of the literature (ROL) | 25 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Does not use citations for ideas requiring attribution | 10 |
    | Total: | 100% |

    ## Course Documents/CJ 485 Module One Practice Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-485-module-one-practice-activity)

    ## CJ 485 Module One Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | | |
    | — | — | — |
    | Website (Minimum of Two) | Relevance of Data Sets in Relation to Your Research Topic | How This Data Will Assist with Your Review of the Literature |
    | Website 1<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 2<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 3<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |
    | Website 4<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |

    **References**

    [List any references in APA format here.]

    | | | |
    | — | — | — |
    | | | |

    **image1.png**

    **image2.svg**

    **## CJ485ModuleOnePracticeActivityTemplate.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-485-module-one-practice-activity)

    ## CJ 485 Module One Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | | |
    | — | — | — |
    | Website (Minimum of Two) | Relevance of Data Sets in Relation to Your Research Topic | How This Data Will Assist with Your Review of the Literature |
    | Website 1<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 2<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 3<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |
    | Website 4<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |

    **References**

    [List any references in APA format here.]

    | | | |
    | — | — | — |
    | | | |

    **image1.png**

    **image2.svg**

    **## ModuleOnePracticeActivityGuidelinesandRubric.html.zip**

    ## Module One Practice Activity Guidelines and Rubric.html

    ## CJ 485 Module One Practice Activity Guidelines and Rubric

    ### Overview

    In this practice activity, you will search federal, state, and local websites for data (typically in the form of statistics) that relate to the research question you identified. You will then explain the relevance of the data sets you discovered and how the data will assist you with your review of the literature (ROL).

    ### Prompt

    In this module, you have learned about the importance of finding data that reveal significant information about criminal justice problems. These data can be used to better understand a topic and reveal information about that topic that might require further research. Using the
    [Module One Practice Activity Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20485%20Module%20One%20Practice%20Activity%20Template.docx?isCourseFile=true), complete the following:

    – Identify federal, state, and/or local websites that contain data related to your chosen research topic.

    – Identify a minimum of two websites. These must be websites of an official government entity. (If you are unsure if the website is of an official government entity, reach out to your instructor.)
    – Next, analyze the relevance of the data set in relation to your chosen research topic in 50 to 100 words for each website.
    – Then, in 50 to 100 words for each website, describe how the data from that website will assist you with your ROL.

    Specifically, the following rubric criteria must be addressed:

    – Identify at least two federal, state, and/or local websites for data related to a criminal justice research topic.
    – Analyze the relevance of data sets for each website in relation to a specific criminal justice problem.
    – Describe how specific data will assist in an ROL.

    ### What to Submit

    This assignment must be completed in written format using the provided template. Any references should be cited according to APA style. Consult the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow
    [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
    [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module One Practice Activity Rubric

    | Criteria | Meets Expectations (100%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Identify Websites | Identifies at least two federal, state, and/or local websites for data related to a criminal justice research topic | Does not identify at least two federal, state, and/or local websites for data related to a criminal justice research topic | 25 |
    | Relevance of Data | Analyzes the relevance of data sets for each website in relation to a specific criminal justice problem | Does not analyze the relevance of data sets for each website in relation to a specific criminal justice problem | 25 |
    | How Data Will Assist an ROL | Describes how specific data will assist in a review of the literature (ROL) | Does not describe how specific data will assist in a review of the literature (ROL) | 25 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Does not use citations for ideas requiring attribution | 10 |
    | Total: | 100% |

    ## Course Documents/CJ 485 Module One Practice Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-485-module-one-practice-activity)

    ## CJ 485 Module One Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | | |
    | — | — | — |
    | Website (Minimum of Two) | Relevance of Data Sets in Relation to Your Research Topic | How This Data Will Assist with Your Review of the Literature |
    | Website 1<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 2<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 3<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |
    | Website 4<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |

    **References**

    [List any references in APA format here.]

    | | | |
    | — | — | — |
    | | | |

    **image1.png**

    **image2.svg**

    **## CJ485ModuleOnePracticeActivityTemplate.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-485-module-one-practice-activity)

    ## CJ 485 Module One Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | | |
    | — | — | — |
    | Website (Minimum of Two) | Relevance of Data Sets in Relation to Your Research Topic | How This Data Will Assist with Your Review of the Literature |
    | Website 1<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 2<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 3<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |
    | Website 4<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |

    **References**

    [List any references in APA format here.]

    | | | |
    | — | — | — |
    | | | |

    **image1.png**

    **image2.svg**

    **## ModuleOnePracticeActivityGuidelinesandRubric.html.zip**

    ## Module One Practice Activity Guidelines and Rubric.html

    ## CJ 485 Module One Practice Activity Guidelines and Rubric

    ### Overview

    In this practice activity, you will search federal, state, and local websites for data (typically in the form of statistics) that relate to the research question you identified. You will then explain the relevance of the data sets you discovered and how the data will assist you with your review of the literature (ROL).

    ### Prompt

    In this module, you have learned about the importance of finding data that reveal significant information about criminal justice problems. These data can be used to better understand a topic and reveal information about that topic that might require further research. Using the
    [Module One Practice Activity Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20485%20Module%20One%20Practice%20Activity%20Template.docx?isCourseFile=true), complete the following:

    – Identify federal, state, and/or local websites that contain data related to your chosen research topic.

    – Identify a minimum of two websites. These must be websites of an official government entity. (If you are unsure if the website is of an official government entity, reach out to your instructor.)
    – Next, analyze the relevance of the data set in relation to your chosen research topic in 50 to 100 words for each website.
    – Then, in 50 to 100 words for each website, describe how the data from that website will assist you with your ROL.

    Specifically, the following rubric criteria must be addressed:

    – Identify at least two federal, state, and/or local websites for data related to a criminal justice research topic.
    – Analyze the relevance of data sets for each website in relation to a specific criminal justice problem.
    – Describe how specific data will assist in an ROL.

    ### What to Submit

    This assignment must be completed in written format using the provided template. Any references should be cited according to APA style. Consult the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow
    [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
    [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module One Practice Activity Rubric

    | Criteria | Meets Expectations (100%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Identify Websites | Identifies at least two federal, state, and/or local websites for data related to a criminal justice research topic | Does not identify at least two federal, state, and/or local websites for data related to a criminal justice research topic | 25 |
    | Relevance of Data | Analyzes the relevance of data sets for each website in relation to a specific criminal justice problem | Does not analyze the relevance of data sets for each website in relation to a specific criminal justice problem | 25 |
    | How Data Will Assist an ROL | Describes how specific data will assist in a review of the literature (ROL) | Does not describe how specific data will assist in a review of the literature (ROL) | 25 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Does not use citations for ideas requiring attribution | 10 |
    | Total: | 100% |

    ## Course Documents/CJ 485 Module One Practice Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-485-module-one-practice-activity)

    ## CJ 485 Module One Practice Activity Template

    Complete this template by replacing the bracketed text with the relevant information. Be sure to correctly cite any references in APA format in the References section below.

    | | | |
    | — | — | — |
    | Website (Minimum of Two) | Relevance of Data Sets in Relation to Your Research Topic | How This Data Will Assist with Your Review of the Literature |
    | Website 1<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 2<br>[Insert link to website.] | [Insert text.] | [Insert text.] |
    | Website 3<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |
    | Website 4<br>[Insert link to website.]<br>[Delete row if not needed.] | [Insert text.] | [Insert text.] |

    **References**

    [List any references in APA format here.]

    | | | |
    | — | — | — |
    | | | |

    **image1.png**

    **image2.svg**

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    see attached **files (5)** – ## CaseStudyAssignmentInstruction.docx – ## Module7-DisastersandIntergovernmentalRelationsPartIII.pptx – DisastersandIntergovernmentalRelationsPartI.pdf – DisastersandIntergovernmentalRelationsPartII.pdf – DisastersandIntergovernmentalRelationsPartIV.pdf **## CaseStudyAs…

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    Assignment Prompt & Instructions

    see attached

    **files (5)**

    – ## CaseStudyAssignmentInstruction.docx

    – ## Module7-DisastersandIntergovernmentalRelationsPartIII.pptx

    – DisastersandIntergovernmentalRelationsPartI.pdf
    – DisastersandIntergovernmentalRelationsPartII.pdf
    – DisastersandIntergovernmentalRelationsPartIV.pdf

    **## CaseStudyAssignmentInstruction.docx**

    PADM 804

    **Case Study Assignment Instructions**

    Overview

    . Below you will find a chart with each
    **Case Study Assignment** and the Module: Week it is due. You will also find the instructions and description for each assignment.

    **Instructions**

    · Provide a Biblically based support for your analysis

    · Sources must be derived from Read items assigned for the Module: Week in which the Case Study is assigned, peer-reviewed journal articles, and your independent research.

    · All citations and format must be in current APA format

    · Include 8 – 10 sources, not including your Biblical analysis

    · Double-spaced, with 1-inch margins, written in 12-point Times New Roman font.

    ·
    **Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment** must be 10-12 pages).

    Below is a chart with each
    **Case Study Assignment** and the Module: Week it is due.

    | | |
    | — | — |
    | **Title of Assignment** | **Module: Week** |
    | Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment | Module 7: Week 7 |

    **Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment**

    Address each of the following questions related to federal-state-local collaboration during disasters.

    1. Should there be national goals and strong federal direction, as during the period of “creative federalism,” or greater flexibility for state and local officials to target funds and efforts where they feel there is the greatest need?

    2. What would happen if the federal role in emergency management was simply reduced to providing financial support?

    3. How likely is it that state representatives will address the state’s major hazards without federal encouragement?

    4. What are the advantages of developing local capabilities to reduce hazards? How likely is it that local officials will address risks to life and property without outside funding and support?

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## Module7-DisastersandIntergovernmentalRelationsPartIII.pptx**

    Disasters and
    Intergovernmental Relations: Part III

    Fiscal Relationships –
    Federal, State, and Local Governments

    PADM 804 – IGR AND IGM

    Dr. Harry McGinnis

    State constitutions and statutes generally limit how much revenue cities and counties may raise through local taxes. Those limits are usually tied to the amount of assessed property value and the amount of debt that the local government has assumed.

    Property “tax revolts,” such as Proposition 13 in California in the 1980s which still requires a 2/3 vote of the state legislature for new taxes, have made it very difficult for state and local governments to raise taxes for even essential services like road and bridge repair.

    Because local governments are limited in how much tax revenue they may raise and how much they can borrow, most revenues are earmarked for public education, law enforcement, and a few other essential services. As a result, there may be little money to spend on emergency management and little flexibility to use money collected for other purposes.

    State transfers of revenues to local governments have not kept pace with the expanding responsibilities of local officials. The issue of “unfunded mandates,” meaning delegations or mandates of responsibility for programs or policies without transfers of money to finance the efforts. Local governments are being expected to provide many services, like building code enforcement, for which they lack financial resources and technical expertise.

    Similarly, small local government agencies, particularly volunteer fire departments, have complained about having to have training on the National Incident Management System (NIMS) when they have very limited time, other more pressing priorities, and few resources.

    Because of limited tax authority and transfers of money from state governments to local governments, as well as from the federal government to state and local governments, many governments at all levels are becoming more creative. New revenue sources frequently include:

    User fees – for those receiving a service.

    Impact fees – for developers and others who may increase the risk to public health or safety or increase the costs of services delivered by state or local governments.

    Dedicated, limited-term sales taxes such as 1-2 cent sales taxes earmarked for particular programs and for specified periods of time.

    The lease of excess or temporarily unused government facilities or land.

    The sale of excess or unneeded government property or services, such as surplus office equipment.

    A surtax on business and other licenses, permits, and approvals, such as approval of building permits (to mention only a few of the creative options).

    Trust funds – for specific purposes. For example, emergency management trust funds have been set up by a number of states with funding provided by fees on property owners, surcharges on insurance policies, taxes on local governments based on population, and/or other revenue sources to cover the costs of disasters that do not warrant a presidential disaster declaration and local emergency management budgets.

    As we learned in the earlier discussion of the intergovernmental system…

    There are fewer categorical grants to assist state and local governments, although FEMA and other agencies still provide technical assistance and some funding for training programs at the state level.

    The general revenue-sharing program that provided additional monies to support state and local services, offering local officials wide discretion in their use, ended in the late 1980s.

    Some federal programs (see Appendix A) are providing funding, training, and technical assistance to local responders who might become involved in a terrorist event involving nuclear, chemical, biological, or radiological agents.

    The taxing authority of local governments has not been keeping up with the demands being placed on local officials and, even when authority has been expanded, it is very difficult to enact new local taxes; and state governments are transferring relatively little tax revenue to local governments to support essential public services, although there is greater pressure to provide more state financial support for public education.

    The taxing authority of local governments has not been keeping up with the demands being placed on local officials and, even when authority has been expanded, it is very difficult to enact new local taxes; and state governments are transferring relatively little tax revenue to local governments to support essential public services, although there is greater pressure to provide more state financial support for public education.

    The intergovernmental system is the context within which governments raise revenue, borrow, and spend to support policies and programs like emergency management.

    Emergency managers and emergency management agencies are often at a disadvantage in the budget process because much of the revenue raised is earmarked for particular purposes.

    The intergovernmental system and the federal and state budget processes are highly competitive, and emergency managers have to find influential friends in executive offices and on legislative committees, sell their programs to the public, and cultivate relationships with influential interest groups if they are to be successful.

    Federal funding is available for certain emergency management and Homeland Security activities. Table 3.1 (see Appendix A) includes the major grants available to state and local jurisdictions. Most are categorical grants, meaning that they have to be spent on specific narrow purposes. Some are “pass throughs” and go directly to local governments and others are sent to the state with state officials determine where they will be spent.

    ## image1.jpg

    **DisastersandIntergovernmentalRelationsPartI.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disastersandintergovernmentalrelationsparti-pdf-10544279)

    **DisastersandIntergovernmentalRelationsPartII.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disastersandintergovernmentalrelationspartii-pdf-10544281)

    **DisastersandIntergovernmentalRelationsPartIV.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disastersandintergovernmentalrelationspartiv-pdf-10544283)

    **DisastersandIntergovernmentalRelationsPartIV.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disastersandintergovernmentalrelationspartiv-pdf-10544283)

    **## CaseStudyAssignmentInstruction.docx**

    PADM 804

    **Case Study Assignment Instructions**

    Overview

    . Below you will find a chart with each
    **Case Study Assignment** and the Module: Week it is due. You will also find the instructions and description for each assignment.

    **Instructions**

    · Provide a Biblically based support for your analysis

    · Sources must be derived from Read items assigned for the Module: Week in which the Case Study is assigned, peer-reviewed journal articles, and your independent research.

    · All citations and format must be in current APA format

    · Include 8 – 10 sources, not including your Biblical analysis

    · Double-spaced, with 1-inch margins, written in 12-point Times New Roman font.

    ·
    **Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment** must be 10-12 pages).

    Below is a chart with each
    **Case Study Assignment** and the Module: Week it is due.

    | | |
    | — | — |
    | **Title of Assignment** | **Module: Week** |
    | Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment | Module 7: Week 7 |

    **Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment**

    Address each of the following questions related to federal-state-local collaboration during disasters.

    1. Should there be national goals and strong federal direction, as during the period of “creative federalism,” or greater flexibility for state and local officials to target funds and efforts where they feel there is the greatest need?

    2. What would happen if the federal role in emergency management was simply reduced to providing financial support?

    3. How likely is it that state representatives will address the state’s major hazards without federal encouragement?

    4. What are the advantages of developing local capabilities to reduce hazards? How likely is it that local officials will address risks to life and property without outside funding and support?

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## Module7-DisastersandIntergovernmentalRelationsPartIII.pptx**

    Disasters and
    Intergovernmental Relations: Part III

    Fiscal Relationships –
    Federal, State, and Local Governments

    PADM 804 – IGR AND IGM

    Dr. Harry McGinnis

    State constitutions and statutes generally limit how much revenue cities and counties may raise through local taxes. Those limits are usually tied to the amount of assessed property value and the amount of debt that the local government has assumed.

    Property “tax revolts,” such as Proposition 13 in California in the 1980s which still requires a 2/3 vote of the state legislature for new taxes, have made it very difficult for state and local governments to raise taxes for even essential services like road and bridge repair.

    Because local governments are limited in how much tax revenue they may raise and how much they can borrow, most revenues are earmarked for public education, law enforcement, and a few other essential services. As a result, there may be little money to spend on emergency management and little flexibility to use money collected for other purposes.

    State transfers of revenues to local governments have not kept pace with the expanding responsibilities of local officials. The issue of “unfunded mandates,” meaning delegations or mandates of responsibility for programs or policies without transfers of money to finance the efforts. Local governments are being expected to provide many services, like building code enforcement, for which they lack financial resources and technical expertise.

    Similarly, small local government agencies, particularly volunteer fire departments, have complained about having to have training on the National Incident Management System (NIMS) when they have very limited time, other more pressing priorities, and few resources.

    Because of limited tax authority and transfers of money from state governments to local governments, as well as from the federal government to state and local governments, many governments at all levels are becoming more creative. New revenue sources frequently include:

    User fees – for those receiving a service.

    Impact fees – for developers and others who may increase the risk to public health or safety or increase the costs of services delivered by state or local governments.

    Dedicated, limited-term sales taxes such as 1-2 cent sales taxes earmarked for particular programs and for specified periods of time.

    The lease of excess or temporarily unused government facilities or land.

    The sale of excess or unneeded government property or services, such as surplus office equipment.

    A surtax on business and other licenses, permits, and approvals, such as approval of building permits (to mention only a few of the creative options).

    Trust funds – for specific purposes. For example, emergency management trust funds have been set up by a number of states with funding provided by fees on property owners, surcharges on insurance policies, taxes on local governments based on population, and/or other revenue sources to cover the costs of disasters that do not warrant a presidential disaster declaration and local emergency management budgets.

    As we learned in the earlier discussion of the intergovernmental system…

    There are fewer categorical grants to assist state and local governments, although FEMA and other agencies still provide technical assistance and some funding for training programs at the state level.

    The general revenue-sharing program that provided additional monies to support state and local services, offering local officials wide discretion in their use, ended in the late 1980s.

    Some federal programs (see Appendix A) are providing funding, training, and technical assistance to local responders who might become involved in a terrorist event involving nuclear, chemical, biological, or radiological agents.

    The taxing authority of local governments has not been keeping up with the demands being placed on local officials and, even when authority has been expanded, it is very difficult to enact new local taxes; and state governments are transferring relatively little tax revenue to local governments to support essential public services, although there is greater pressure to provide more state financial support for public education.

    The taxing authority of local governments has not been keeping up with the demands being placed on local officials and, even when authority has been expanded, it is very difficult to enact new local taxes; and state governments are transferring relatively little tax revenue to local governments to support essential public services, although there is greater pressure to provide more state financial support for public education.

    The intergovernmental system is the context within which governments raise revenue, borrow, and spend to support policies and programs like emergency management.

    Emergency managers and emergency management agencies are often at a disadvantage in the budget process because much of the revenue raised is earmarked for particular purposes.

    The intergovernmental system and the federal and state budget processes are highly competitive, and emergency managers have to find influential friends in executive offices and on legislative committees, sell their programs to the public, and cultivate relationships with influential interest groups if they are to be successful.

    Federal funding is available for certain emergency management and Homeland Security activities. Table 3.1 (see Appendix A) includes the major grants available to state and local jurisdictions. Most are categorical grants, meaning that they have to be spent on specific narrow purposes. Some are “pass throughs” and go directly to local governments and others are sent to the state with state officials determine where they will be spent.

    ## image1.jpg

    **DisastersandIntergovernmentalRelationsPartI.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disastersandintergovernmentalrelationsparti-pdf-10544279)

    **DisastersandIntergovernmentalRelationsPartII.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disastersandintergovernmentalrelationspartii-pdf-10544281)

    **DisastersandIntergovernmentalRelationsPartIV.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disastersandintergovernmentalrelationspartiv-pdf-10544283)

    **## CaseStudyAssignmentInstruction.docx**

    PADM 804

    **Case Study Assignment Instructions**

    Overview

    . Below you will find a chart with each
    **Case Study Assignment** and the Module: Week it is due. You will also find the instructions and description for each assignment.

    **Instructions**

    · Provide a Biblically based support for your analysis

    · Sources must be derived from Read items assigned for the Module: Week in which the Case Study is assigned, peer-reviewed journal articles, and your independent research.

    · All citations and format must be in current APA format

    · Include 8 – 10 sources, not including your Biblical analysis

    · Double-spaced, with 1-inch margins, written in 12-point Times New Roman font.

    ·
    **Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment** must be 10-12 pages).

    Below is a chart with each
    **Case Study Assignment** and the Module: Week it is due.

    | | |
    | — | — |
    | **Title of Assignment** | **Module: Week** |
    | Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment | Module 7: Week 7 |

    **Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment**

    Address each of the following questions related to federal-state-local collaboration during disasters.

    1. Should there be national goals and strong federal direction, as during the period of “creative federalism,” or greater flexibility for state and local officials to target funds and efforts where they feel there is the greatest need?

    2. What would happen if the federal role in emergency management was simply reduced to providing financial support?

    3. How likely is it that state representatives will address the state’s major hazards without federal encouragement?

    4. What are the advantages of developing local capabilities to reduce hazards? How likely is it that local officials will address risks to life and property without outside funding and support?

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## Module7-DisastersandIntergovernmentalRelationsPartIII.pptx**

    Disasters and
    Intergovernmental Relations: Part III

    Fiscal Relationships –
    Federal, State, and Local Governments

    PADM 804 – IGR AND IGM

    Dr. Harry McGinnis

    State constitutions and statutes generally limit how much revenue cities and counties may raise through local taxes. Those limits are usually tied to the amount of assessed property value and the amount of debt that the local government has assumed.

    Property “tax revolts,” such as Proposition 13 in California in the 1980s which still requires a 2/3 vote of the state legislature for new taxes, have made it very difficult for state and local governments to raise taxes for even essential services like road and bridge repair.

    Because local governments are limited in how much tax revenue they may raise and how much they can borrow, most revenues are earmarked for public education, law enforcement, and a few other essential services. As a result, there may be little money to spend on emergency management and little flexibility to use money collected for other purposes.

    State transfers of revenues to local governments have not kept pace with the expanding responsibilities of local officials. The issue of “unfunded mandates,” meaning delegations or mandates of responsibility for programs or policies without transfers of money to finance the efforts. Local governments are being expected to provide many services, like building code enforcement, for which they lack financial resources and technical expertise.

    Similarly, small local government agencies, particularly volunteer fire departments, have complained about having to have training on the National Incident Management System (NIMS) when they have very limited time, other more pressing priorities, and few resources.

    Because of limited tax authority and transfers of money from state governments to local governments, as well as from the federal government to state and local governments, many governments at all levels are becoming more creative. New revenue sources frequently include:

    User fees – for those receiving a service.

    Impact fees – for developers and others who may increase the risk to public health or safety or increase the costs of services delivered by state or local governments.

    Dedicated, limited-term sales taxes such as 1-2 cent sales taxes earmarked for particular programs and for specified periods of time.

    The lease of excess or temporarily unused government facilities or land.

    The sale of excess or unneeded government property or services, such as surplus office equipment.

    A surtax on business and other licenses, permits, and approvals, such as approval of building permits (to mention only a few of the creative options).

    Trust funds – for specific purposes. For example, emergency management trust funds have been set up by a number of states with funding provided by fees on property owners, surcharges on insurance policies, taxes on local governments based on population, and/or other revenue sources to cover the costs of disasters that do not warrant a presidential disaster declaration and local emergency management budgets.

    As we learned in the earlier discussion of the intergovernmental system…

    There are fewer categorical grants to assist state and local governments, although FEMA and other agencies still provide technical assistance and some funding for training programs at the state level.

    The general revenue-sharing program that provided additional monies to support state and local services, offering local officials wide discretion in their use, ended in the late 1980s.

    Some federal programs (see Appendix A) are providing funding, training, and technical assistance to local responders who might become involved in a terrorist event involving nuclear, chemical, biological, or radiological agents.

    The taxing authority of local governments has not been keeping up with the demands being placed on local officials and, even when authority has been expanded, it is very difficult to enact new local taxes; and state governments are transferring relatively little tax revenue to local governments to support essential public services, although there is greater pressure to provide more state financial support for public education.

    The taxing authority of local governments has not been keeping up with the demands being placed on local officials and, even when authority has been expanded, it is very difficult to enact new local taxes; and state governments are transferring relatively little tax revenue to local governments to support essential public services, although there is greater pressure to provide more state financial support for public education.

    The intergovernmental system is the context within which governments raise revenue, borrow, and spend to support policies and programs like emergency management.

    Emergency managers and emergency management agencies are often at a disadvantage in the budget process because much of the revenue raised is earmarked for particular purposes.

    The intergovernmental system and the federal and state budget processes are highly competitive, and emergency managers have to find influential friends in executive offices and on legislative committees, sell their programs to the public, and cultivate relationships with influential interest groups if they are to be successful.

    Federal funding is available for certain emergency management and Homeland Security activities. Table 3.1 (see Appendix A) includes the major grants available to state and local jurisdictions. Most are categorical grants, meaning that they have to be spent on specific narrow purposes. Some are “pass throughs” and go directly to local governments and others are sent to the state with state officials determine where they will be spent.

    ## image1.jpg

    **DisastersandIntergovernmentalRelationsPartI.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disastersandintergovernmentalrelationsparti-pdf-10544279)

    **DisastersandIntergovernmentalRelationsPartII.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disastersandintergovernmentalrelationspartii-pdf-10544281)

    **DisastersandIntergovernmentalRelationsPartIV.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disastersandintergovernmentalrelationspartiv-pdf-10544283)

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **files (3)** – ## DB1.docx – ## ch02.pptx – ch01.pptx **## DB1.docx** Due 5/6/2026 350 word response 2 references/intext citations Use APA style rules and support your responses with outside resources. Use the attached ppts. …

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **files (3)**

    – ## DB1.docx

    – ## ch02.pptx

    – ch01.pptx

    **## DB1.docx**

    Due 5/6/2026 350 word response 2 references/intext citations

    Use APA style rules and support your responses with outside resources.

    Use the attached ppts.

    1.    Explain how childhood trends impact juvenile delinquency? How do you think childhood and delinquency influence behavior?

    **## ch02.pptx**

    Chapter 2:
    The Nature and Extent of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    FBI compiles information on the number of criminal acts reported in the Uniform Crime Report (UCR)

    Compiled from statistics of more than 17,000 police departments

    Most widely used source of national crime and delinquency statistics

    Part I Offenses:

    Homicide and non-negligent manslaughter, forcible rape, aggravated assault, burglary, larceny, arson, and motor vehicle theft

    Part II offenses:

    Vandalism, liquor law violations, and drug trafficking

    Measuring Delinquency with the Uniform Crime Reports

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    2

    The UCR uses three methods to express crime data:

    The number of crimes reported to the police and arrests made – raw data

    Crime rates per 100,000 people are calculated:

    Crime Rate = (# of Reported Crimes) x (100,000 population)

    Changes in the number and rate of crimes over time

    Uniform Crime Report

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    3

    Victim surveys show that less than 1/2 of all victims report crime to the police

    Teens are unlikely to report crimes to the police if they think that reporting the crime will make them vulnerable to retaliation

    Teens are more willing to talk to parents than police

    The arrest data only includes adolescents who have been caught

    Victimless crimes are undercounted

    Arrest decision criteria vary among police agencies

    VALIDITY OF THE UCR

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    4

    It is assumed that the characteristics of samples will be similar to the entire population

    Survey

    People are asked about their attitudes, beliefs, values, and characteristics

    Sampling

    Selecting a limited number of people for study as a representative of a population

    Population

    A group that has similar characteristics

    Measuring Delinquency with
    Survey Research

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    5

    National Crime Victimization Survey

    A comprehensive nationwide survey of victimization in the U.S.

    Conducted annually by the U.S. Census Bureau for the Bureau of Justice Statistics

    The survey provides information about victims, offenders, and crime

    NCVS provides a more complete picture of the nation’s crime problem

    The NCVS Survey

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    6

    Findings must be interpreted with caution:

    Over-reporting due to victims’ misinterpretation

    Underreporting due to the embarrassment of reporting

    Inability to record the personal criminal activity of those interviewed

    Sampling errors, which produce a group of respondents who do not represent the whole nation

    Inadequate question format

    Validity of the NCVS

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    7

    Self-reports:

    Ask adolescents to describe, in detail, their recent and lifetime participation in criminal activity

    Contain questions about attitudes, values, and behaviors

    Can be used to examine the offense histories of the criminal population

    Self-Report Surveys

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    8

    It might be unreasonable to expect adolescents to candidly admit illegal acts

    Some of them may forget some of their criminal activities

    Comparisons between groups can be highly misleading – some wish to exaggerate the extent of their deviant activities

    The “missing cases” phenomenon

    May measure only non-serious, occasional delinquents

    Validity of Self-Reports

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    9

    UCR:

    Remains the standard unit of analysis on which most criminological research is based

    Omits crimes that are not reported to police

    NCVS:

    Includes unreported crime and important information on the personal characteristics of victims

    Self-report:

    Provides information on the personal characteristics of offenders

    Evaluating Primary Data Sources

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    Photo:

    Primary data sources include arrest data accumulated by the FBI’s Uniform Crime Report. This photo of

    Ashlee A. Martinson, 17, was taken after her arrest for allegedly killing her mother and stepfather at their

    home in Rhinelander, Wisconsin. Locking her three younger siblings in a room with juice and crackers,

    she and her 22-year-old boyfriend fled to Indiana, where they were arrested. Martinson was charged

    with two counts of first-degree intentional homicide. AP Images/Uncredited

    10

    Cohort research data:

    Observe over time a group of people who share certain characteristics

    Experimental data:

    Study the effect of the intervention

    Observational and interview research:

    Conduct an in depth study on a few subjects

    Mata-analysis and systematic review:

    Gather data from a number of previous studies

    Alternative measures of Delinquent Behavior

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    11

    Crime rates increased gradually following the 1930s until the 1960s, when the growth rate became much greater

    UCR finds about 1.6 million violent crimes are reported each year

    About 368 per 100,000 population

    About 8.6 million property crimes are reported annually to police, a rate of about 2,730 per 100,000 population

    Crime Trends in the U.S.

    © 2017 Cengage Learning. All rights reserved.

    LO2. Identify trends in the delinquency rate and the factors that influence and shape its direction.

    12

    Juveniles are responsible for about 11% of the Part I violent crime arrests and about 19% of the property crime arrests

    Juvenile offenders continue to be overrepresented in the crime rate

    DELINQUENCY ARREST TRENDS

    © 2017 Cengage Learning. All rights reserved.

    13

    NCVS data show that criminal victimizations have declined significantly during the past 30 years

    In 1973, an estimated 44 million victimizations were recorded, far higher than today; since 1993, the rate of violent victimization has declined about 80%

    VICTIMIZATION TRENDS

    © 2017 Cengage Learning. All rights reserved.

    14

    There are approximately 50 million school-age children in the U.S.

    Even though teen crime rates may rise, the impact will be offset by the growing number of relatively crime-free senior citizens

    Serious social and economic conditions can alter the trajectory of delinquency

    What the Future Holds…

    © 2017 Cengage Learning. All rights reserved.

    15

    Time and place of delinquency

    Most acts occur in the summer, in the months of July & August

    Large urban areas have the highest juvenile violence rates; rural areas have the lowest

    West & South have higher delinquent rates than Midwest & Northeast

    Correlates of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    Photo:

    While boys are more violent than girls, violent crimes committed by females are

    not unknown. Here, Kayla Hassall, 16, center, one of five teenagers accused of

    beating fellow teen Victoria N. Lindsay, tries to contain her emotions as she sits

    in court with her parents prior to a plea hearing before Circuit Judge Keith Spoto

    at the Polk County Courthouse, in Bartow, Florida. Hassall and April Cooper

    were among the teens accused of attacking the 16-year-old girl, with whom they

    had an online squabble. The attack was recorded on video and seen around the

    world via the Internet and TV. Under the terms of her plea, prosecutors agreed

    to drop felony kidnapping charges. April Cooper pleaded guilty to two counts of

    misdemeanor battery. Both had to write letters of apology to Lindsay and agree

    to not talk to the media for profit. One of the girls involved in the incident received

    a 15-day jail sentence.

    AP Images/Michael Wilson/Pool

    16

    Gender and delinquency

    Generally, males are more delinquent than females

    Today, there are more similarities than differences between male and female delinquents

    Correlates of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    Photo:

    While boys are more violent than girls, violent crimes committed by females are

    not unknown. Here, Kayla Hassall, 16, center, one of five teenagers accused of

    beating fellow teen Victoria N. Lindsay, tries to contain her emotions as she sits

    in court with her parents prior to a plea hearing before Circuit Judge Keith Spoto

    at the Polk County Courthouse, in Bartow, Florida. Hassall and April Cooper

    were among the teens accused of attacking the 16-year-old girl, with whom they

    had an online squabble. The attack was recorded on video and seen around the

    world via the Internet and TV. Under the terms of her plea, prosecutors agreed

    to drop felony kidnapping charges. April Cooper pleaded guilty to two counts of

    misdemeanor battery. Both had to write letters of apology to Lindsay and agree

    to not talk to the media for profit. One of the girls involved in the incident received

    a 15-day jail sentence.

    AP Images/Michael Wilson/Pool

    17

    Race and delinquency

    Racial minorities are disproportionately represented in the arrest statistics

    African American youths are more likely to be formally arrested

    Bias effects

    Racial threat theory

    Racial profiling

    Caucasians are more likely to receive lenient sentences

    Racial differentials are tied to the social & economic disparity suffered by African American youths

    Correlates of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    18

    Kids in all classes and levels of society commit crime

    Serious crime is more prevalent in socially disorganized lower-class areas, whereas less serious crimes are spread evenly throughout social classes

    Poverty is linked to social problems

    Family disruption, poor educational opportunity, and lack of resources are all associated with delinquency

    Social Class and Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    19

    It is generally believed that age is inversely related to criminality: as people age, the likelihood that they will commit crime declines.

    Aging out process:

    People commit less crime as they age

    Youths who get involved with delinquency at a very early age (age of onset) are most likely to become career criminals

    Age and Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    Photo:

    Arrest data show that juveniles commit more crime and are

    more likely to be arrested than adults. Older people, those

    over 65, commit few crimes and are rarely arrested.

    Joel Gordon Photography

    20

    Focus on Delinquency

    What social, economic, personal, and demographic factors cause rates to climb, peak, fall, and rise once again?

    Population makeup, economy and jobs, social problems, abortion, immigration, guns, gangs, drug use, media, juvenile justice policy

    Although juvenile delinquency rates have been declining in the United States, they have been increasing in Europe. Is it possible that factors that correlate with delinquency rate changes in the United States have little utility in predicting changes in other cultures? What other factors may increase or reduce delinquency rates?

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    21

    A relatively small number of youths begin to violate the law early (early onset) and continue at a high rate well into adulthood (persistence)

    These offenders are resistant to change and seem immune to the effects of punishment

    Chronic Offending

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    22

    The chronic career offender is most likely associated with the research efforts of Marvin Wolfgang (1972)

    54% of the sample’s delinquent youth were repeat offenders

    627 boys (6% of the total sample) were responsible for 52% of all offenses

    Two factors are shown to affect recidivism:

    The seriousness of the original offense

    The severity of punishment

    The greater the punishment, the more likely to repeat delinquency

    Delinquency in a Birth Cohort

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    23

    Distribution of Offenses in the Philadelphia Cohort

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    Figure 2.1

    24

    Studies indicate chronic juvenile offenders continue their law-violating careers as adults:

    Continuity of crime

    What causes chronic offending?

    Involvement in criminal activity

    Low intellectual development

    Parental drug use

    Problems in learning & motor skills, cognitive abilities, and family relations

    Alcohol abuse, economically dependent, lower aspirations, and a weak employment record

    Youths with a long juvenile record are most likely continue their offending career into adulthood

    Stability in Crime: From
    Delinquent to Criminal

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    25

    Juveniles are also victims of crime, and data from victim surveys can help us understand the nature of juvenile victimization

    NCVS data indicates that young people are more likely to be victims of crime than adults

    Male teenagers have a significantly higher chance than females of becoming victims

    African American youth have a greater chance of becoming victims of violent crimes than European American youth

    Juvenile Victimization

    © 2017 Cengage Learning. All rights reserved.

    LO5. Categorize the factors that predict teem victimization.

    Photo:

    Thousands of children are the victims of adult sexual predators.

    One of the most notorious cases involved Jaycee Lee Dugard, who

    survived being kidnapped, raped, and held captive for 18 years. She

    is shown here with Oprah Winfrey as she is presented an award for

    her courage at the United Nations in New York. Dugard plans to live

    in hiding until her two daughters, who were conceived in rapes by

    Dugard’s kidnapper, are older and can better understand the circumstances

    in which they were born.

    AP Images/Charles Sykes

    26

    Teens tend to be victimized by their peers (i.e., other teens) ranging between 16 to 25

    Victimization is mostly intraracial

    White against white”, “Black against black”, “Latino against Latino”, etc.

    Most teens are victimized by people with whom they are acquainted

    Victimization is most likely to occur during the day

    Teens can also be victims of sexual abuse, and most sexual abuse occurs in the home

    The Victims and Their Criminals

    © 2017 Cengage Learning. All rights reserved.

    LO5. Categorize the factors that predict teem victimization.

    27

    Three major methods of measuring juvenile delinquency:

    UCR

    NCVS

    Self-reported

    Recent trends in the delinquency rate

    List and discuss the social correlates of delinquency

    The concept of the chronic offender

    Teenagers are much more likely to become victims of crime

    summary

    © 2017 Cengage Learning. All rights reserved.

    28

    ## image2.jpeg

    ## image5.png

    ## image6.png

    ## image7.png

    ## image4.jpeg

    ## image8.jpeg

    ## image9.png

    **ch01.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch01-pptx-10544531)

    **ch01.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch01-pptx-10544531)

    **## DB1.docx**

    Due 5/6/2026 350 word response 2 references/intext citations

    Use APA style rules and support your responses with outside resources.

    Use the attached ppts.

    1.    Explain how childhood trends impact juvenile delinquency? How do you think childhood and delinquency influence behavior?

    **## ch02.pptx**

    Chapter 2:
    The Nature and Extent of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    FBI compiles information on the number of criminal acts reported in the Uniform Crime Report (UCR)

    Compiled from statistics of more than 17,000 police departments

    Most widely used source of national crime and delinquency statistics

    Part I Offenses:

    Homicide and non-negligent manslaughter, forcible rape, aggravated assault, burglary, larceny, arson, and motor vehicle theft

    Part II offenses:

    Vandalism, liquor law violations, and drug trafficking

    Measuring Delinquency with the Uniform Crime Reports

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    2

    The UCR uses three methods to express crime data:

    The number of crimes reported to the police and arrests made – raw data

    Crime rates per 100,000 people are calculated:

    Crime Rate = (# of Reported Crimes) x (100,000 population)

    Changes in the number and rate of crimes over time

    Uniform Crime Report

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    3

    Victim surveys show that less than 1/2 of all victims report crime to the police

    Teens are unlikely to report crimes to the police if they think that reporting the crime will make them vulnerable to retaliation

    Teens are more willing to talk to parents than police

    The arrest data only includes adolescents who have been caught

    Victimless crimes are undercounted

    Arrest decision criteria vary among police agencies

    VALIDITY OF THE UCR

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    4

    It is assumed that the characteristics of samples will be similar to the entire population

    Survey

    People are asked about their attitudes, beliefs, values, and characteristics

    Sampling

    Selecting a limited number of people for study as a representative of a population

    Population

    A group that has similar characteristics

    Measuring Delinquency with
    Survey Research

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    5

    National Crime Victimization Survey

    A comprehensive nationwide survey of victimization in the U.S.

    Conducted annually by the U.S. Census Bureau for the Bureau of Justice Statistics

    The survey provides information about victims, offenders, and crime

    NCVS provides a more complete picture of the nation’s crime problem

    The NCVS Survey

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    6

    Findings must be interpreted with caution:

    Over-reporting due to victims’ misinterpretation

    Underreporting due to the embarrassment of reporting

    Inability to record the personal criminal activity of those interviewed

    Sampling errors, which produce a group of respondents who do not represent the whole nation

    Inadequate question format

    Validity of the NCVS

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    7

    Self-reports:

    Ask adolescents to describe, in detail, their recent and lifetime participation in criminal activity

    Contain questions about attitudes, values, and behaviors

    Can be used to examine the offense histories of the criminal population

    Self-Report Surveys

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    8

    It might be unreasonable to expect adolescents to candidly admit illegal acts

    Some of them may forget some of their criminal activities

    Comparisons between groups can be highly misleading – some wish to exaggerate the extent of their deviant activities

    The “missing cases” phenomenon

    May measure only non-serious, occasional delinquents

    Validity of Self-Reports

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    9

    UCR:

    Remains the standard unit of analysis on which most criminological research is based

    Omits crimes that are not reported to police

    NCVS:

    Includes unreported crime and important information on the personal characteristics of victims

    Self-report:

    Provides information on the personal characteristics of offenders

    Evaluating Primary Data Sources

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    Photo:

    Primary data sources include arrest data accumulated by the FBI’s Uniform Crime Report. This photo of

    Ashlee A. Martinson, 17, was taken after her arrest for allegedly killing her mother and stepfather at their

    home in Rhinelander, Wisconsin. Locking her three younger siblings in a room with juice and crackers,

    she and her 22-year-old boyfriend fled to Indiana, where they were arrested. Martinson was charged

    with two counts of first-degree intentional homicide. AP Images/Uncredited

    10

    Cohort research data:

    Observe over time a group of people who share certain characteristics

    Experimental data:

    Study the effect of the intervention

    Observational and interview research:

    Conduct an in depth study on a few subjects

    Mata-analysis and systematic review:

    Gather data from a number of previous studies

    Alternative measures of Delinquent Behavior

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    11

    Crime rates increased gradually following the 1930s until the 1960s, when the growth rate became much greater

    UCR finds about 1.6 million violent crimes are reported each year

    About 368 per 100,000 population

    About 8.6 million property crimes are reported annually to police, a rate of about 2,730 per 100,000 population

    Crime Trends in the U.S.

    © 2017 Cengage Learning. All rights reserved.

    LO2. Identify trends in the delinquency rate and the factors that influence and shape its direction.

    12

    Juveniles are responsible for about 11% of the Part I violent crime arrests and about 19% of the property crime arrests

    Juvenile offenders continue to be overrepresented in the crime rate

    DELINQUENCY ARREST TRENDS

    © 2017 Cengage Learning. All rights reserved.

    13

    NCVS data show that criminal victimizations have declined significantly during the past 30 years

    In 1973, an estimated 44 million victimizations were recorded, far higher than today; since 1993, the rate of violent victimization has declined about 80%

    VICTIMIZATION TRENDS

    © 2017 Cengage Learning. All rights reserved.

    14

    There are approximately 50 million school-age children in the U.S.

    Even though teen crime rates may rise, the impact will be offset by the growing number of relatively crime-free senior citizens

    Serious social and economic conditions can alter the trajectory of delinquency

    What the Future Holds…

    © 2017 Cengage Learning. All rights reserved.

    15

    Time and place of delinquency

    Most acts occur in the summer, in the months of July & August

    Large urban areas have the highest juvenile violence rates; rural areas have the lowest

    West & South have higher delinquent rates than Midwest & Northeast

    Correlates of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    Photo:

    While boys are more violent than girls, violent crimes committed by females are

    not unknown. Here, Kayla Hassall, 16, center, one of five teenagers accused of

    beating fellow teen Victoria N. Lindsay, tries to contain her emotions as she sits

    in court with her parents prior to a plea hearing before Circuit Judge Keith Spoto

    at the Polk County Courthouse, in Bartow, Florida. Hassall and April Cooper

    were among the teens accused of attacking the 16-year-old girl, with whom they

    had an online squabble. The attack was recorded on video and seen around the

    world via the Internet and TV. Under the terms of her plea, prosecutors agreed

    to drop felony kidnapping charges. April Cooper pleaded guilty to two counts of

    misdemeanor battery. Both had to write letters of apology to Lindsay and agree

    to not talk to the media for profit. One of the girls involved in the incident received

    a 15-day jail sentence.

    AP Images/Michael Wilson/Pool

    16

    Gender and delinquency

    Generally, males are more delinquent than females

    Today, there are more similarities than differences between male and female delinquents

    Correlates of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    Photo:

    While boys are more violent than girls, violent crimes committed by females are

    not unknown. Here, Kayla Hassall, 16, center, one of five teenagers accused of

    beating fellow teen Victoria N. Lindsay, tries to contain her emotions as she sits

    in court with her parents prior to a plea hearing before Circuit Judge Keith Spoto

    at the Polk County Courthouse, in Bartow, Florida. Hassall and April Cooper

    were among the teens accused of attacking the 16-year-old girl, with whom they

    had an online squabble. The attack was recorded on video and seen around the

    world via the Internet and TV. Under the terms of her plea, prosecutors agreed

    to drop felony kidnapping charges. April Cooper pleaded guilty to two counts of

    misdemeanor battery. Both had to write letters of apology to Lindsay and agree

    to not talk to the media for profit. One of the girls involved in the incident received

    a 15-day jail sentence.

    AP Images/Michael Wilson/Pool

    17

    Race and delinquency

    Racial minorities are disproportionately represented in the arrest statistics

    African American youths are more likely to be formally arrested

    Bias effects

    Racial threat theory

    Racial profiling

    Caucasians are more likely to receive lenient sentences

    Racial differentials are tied to the social & economic disparity suffered by African American youths

    Correlates of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    18

    Kids in all classes and levels of society commit crime

    Serious crime is more prevalent in socially disorganized lower-class areas, whereas less serious crimes are spread evenly throughout social classes

    Poverty is linked to social problems

    Family disruption, poor educational opportunity, and lack of resources are all associated with delinquency

    Social Class and Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    19

    It is generally believed that age is inversely related to criminality: as people age, the likelihood that they will commit crime declines.

    Aging out process:

    People commit less crime as they age

    Youths who get involved with delinquency at a very early age (age of onset) are most likely to become career criminals

    Age and Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    Photo:

    Arrest data show that juveniles commit more crime and are

    more likely to be arrested than adults. Older people, those

    over 65, commit few crimes and are rarely arrested.

    Joel Gordon Photography

    20

    Focus on Delinquency

    What social, economic, personal, and demographic factors cause rates to climb, peak, fall, and rise once again?

    Population makeup, economy and jobs, social problems, abortion, immigration, guns, gangs, drug use, media, juvenile justice policy

    Although juvenile delinquency rates have been declining in the United States, they have been increasing in Europe. Is it possible that factors that correlate with delinquency rate changes in the United States have little utility in predicting changes in other cultures? What other factors may increase or reduce delinquency rates?

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    21

    A relatively small number of youths begin to violate the law early (early onset) and continue at a high rate well into adulthood (persistence)

    These offenders are resistant to change and seem immune to the effects of punishment

    Chronic Offending

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    22

    The chronic career offender is most likely associated with the research efforts of Marvin Wolfgang (1972)

    54% of the sample’s delinquent youth were repeat offenders

    627 boys (6% of the total sample) were responsible for 52% of all offenses

    Two factors are shown to affect recidivism:

    The seriousness of the original offense

    The severity of punishment

    The greater the punishment, the more likely to repeat delinquency

    Delinquency in a Birth Cohort

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    23

    Distribution of Offenses in the Philadelphia Cohort

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    Figure 2.1

    24

    Studies indicate chronic juvenile offenders continue their law-violating careers as adults:

    Continuity of crime

    What causes chronic offending?

    Involvement in criminal activity

    Low intellectual development

    Parental drug use

    Problems in learning & motor skills, cognitive abilities, and family relations

    Alcohol abuse, economically dependent, lower aspirations, and a weak employment record

    Youths with a long juvenile record are most likely continue their offending career into adulthood

    Stability in Crime: From
    Delinquent to Criminal

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    25

    Juveniles are also victims of crime, and data from victim surveys can help us understand the nature of juvenile victimization

    NCVS data indicates that young people are more likely to be victims of crime than adults

    Male teenagers have a significantly higher chance than females of becoming victims

    African American youth have a greater chance of becoming victims of violent crimes than European American youth

    Juvenile Victimization

    © 2017 Cengage Learning. All rights reserved.

    LO5. Categorize the factors that predict teem victimization.

    Photo:

    Thousands of children are the victims of adult sexual predators.

    One of the most notorious cases involved Jaycee Lee Dugard, who

    survived being kidnapped, raped, and held captive for 18 years. She

    is shown here with Oprah Winfrey as she is presented an award for

    her courage at the United Nations in New York. Dugard plans to live

    in hiding until her two daughters, who were conceived in rapes by

    Dugard’s kidnapper, are older and can better understand the circumstances

    in which they were born.

    AP Images/Charles Sykes

    26

    Teens tend to be victimized by their peers (i.e., other teens) ranging between 16 to 25

    Victimization is mostly intraracial

    White against white”, “Black against black”, “Latino against Latino”, etc.

    Most teens are victimized by people with whom they are acquainted

    Victimization is most likely to occur during the day

    Teens can also be victims of sexual abuse, and most sexual abuse occurs in the home

    The Victims and Their Criminals

    © 2017 Cengage Learning. All rights reserved.

    LO5. Categorize the factors that predict teem victimization.

    27

    Three major methods of measuring juvenile delinquency:

    UCR

    NCVS

    Self-reported

    Recent trends in the delinquency rate

    List and discuss the social correlates of delinquency

    The concept of the chronic offender

    Teenagers are much more likely to become victims of crime

    summary

    © 2017 Cengage Learning. All rights reserved.

    28

    ## image2.jpeg

    ## image5.png

    ## image6.png

    ## image7.png

    ## image4.jpeg

    ## image8.jpeg

    ## image9.png

    **ch01.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch01-pptx-10544531)

    **## DB1.docx**

    Due 5/6/2026 350 word response 2 references/intext citations

    Use APA style rules and support your responses with outside resources.

    Use the attached ppts.

    1.    Explain how childhood trends impact juvenile delinquency? How do you think childhood and delinquency influence behavior?

    **## ch02.pptx**

    Chapter 2:
    The Nature and Extent of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    FBI compiles information on the number of criminal acts reported in the Uniform Crime Report (UCR)

    Compiled from statistics of more than 17,000 police departments

    Most widely used source of national crime and delinquency statistics

    Part I Offenses:

    Homicide and non-negligent manslaughter, forcible rape, aggravated assault, burglary, larceny, arson, and motor vehicle theft

    Part II offenses:

    Vandalism, liquor law violations, and drug trafficking

    Measuring Delinquency with the Uniform Crime Reports

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    2

    The UCR uses three methods to express crime data:

    The number of crimes reported to the police and arrests made – raw data

    Crime rates per 100,000 people are calculated:

    Crime Rate = (# of Reported Crimes) x (100,000 population)

    Changes in the number and rate of crimes over time

    Uniform Crime Report

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    3

    Victim surveys show that less than 1/2 of all victims report crime to the police

    Teens are unlikely to report crimes to the police if they think that reporting the crime will make them vulnerable to retaliation

    Teens are more willing to talk to parents than police

    The arrest data only includes adolescents who have been caught

    Victimless crimes are undercounted

    Arrest decision criteria vary among police agencies

    VALIDITY OF THE UCR

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    4

    It is assumed that the characteristics of samples will be similar to the entire population

    Survey

    People are asked about their attitudes, beliefs, values, and characteristics

    Sampling

    Selecting a limited number of people for study as a representative of a population

    Population

    A group that has similar characteristics

    Measuring Delinquency with
    Survey Research

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    5

    National Crime Victimization Survey

    A comprehensive nationwide survey of victimization in the U.S.

    Conducted annually by the U.S. Census Bureau for the Bureau of Justice Statistics

    The survey provides information about victims, offenders, and crime

    NCVS provides a more complete picture of the nation’s crime problem

    The NCVS Survey

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    6

    Findings must be interpreted with caution:

    Over-reporting due to victims’ misinterpretation

    Underreporting due to the embarrassment of reporting

    Inability to record the personal criminal activity of those interviewed

    Sampling errors, which produce a group of respondents who do not represent the whole nation

    Inadequate question format

    Validity of the NCVS

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    7

    Self-reports:

    Ask adolescents to describe, in detail, their recent and lifetime participation in criminal activity

    Contain questions about attitudes, values, and behaviors

    Can be used to examine the offense histories of the criminal population

    Self-Report Surveys

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    8

    It might be unreasonable to expect adolescents to candidly admit illegal acts

    Some of them may forget some of their criminal activities

    Comparisons between groups can be highly misleading – some wish to exaggerate the extent of their deviant activities

    The “missing cases” phenomenon

    May measure only non-serious, occasional delinquents

    Validity of Self-Reports

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    9

    UCR:

    Remains the standard unit of analysis on which most criminological research is based

    Omits crimes that are not reported to police

    NCVS:

    Includes unreported crime and important information on the personal characteristics of victims

    Self-report:

    Provides information on the personal characteristics of offenders

    Evaluating Primary Data Sources

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    Photo:

    Primary data sources include arrest data accumulated by the FBI’s Uniform Crime Report. This photo of

    Ashlee A. Martinson, 17, was taken after her arrest for allegedly killing her mother and stepfather at their

    home in Rhinelander, Wisconsin. Locking her three younger siblings in a room with juice and crackers,

    she and her 22-year-old boyfriend fled to Indiana, where they were arrested. Martinson was charged

    with two counts of first-degree intentional homicide. AP Images/Uncredited

    10

    Cohort research data:

    Observe over time a group of people who share certain characteristics

    Experimental data:

    Study the effect of the intervention

    Observational and interview research:

    Conduct an in depth study on a few subjects

    Mata-analysis and systematic review:

    Gather data from a number of previous studies

    Alternative measures of Delinquent Behavior

    © 2017 Cengage Learning. All rights reserved.

    LO1. Compare and contrast the most important methods used to gather data on delinquency.

    11

    Crime rates increased gradually following the 1930s until the 1960s, when the growth rate became much greater

    UCR finds about 1.6 million violent crimes are reported each year

    About 368 per 100,000 population

    About 8.6 million property crimes are reported annually to police, a rate of about 2,730 per 100,000 population

    Crime Trends in the U.S.

    © 2017 Cengage Learning. All rights reserved.

    LO2. Identify trends in the delinquency rate and the factors that influence and shape its direction.

    12

    Juveniles are responsible for about 11% of the Part I violent crime arrests and about 19% of the property crime arrests

    Juvenile offenders continue to be overrepresented in the crime rate

    DELINQUENCY ARREST TRENDS

    © 2017 Cengage Learning. All rights reserved.

    13

    NCVS data show that criminal victimizations have declined significantly during the past 30 years

    In 1973, an estimated 44 million victimizations were recorded, far higher than today; since 1993, the rate of violent victimization has declined about 80%

    VICTIMIZATION TRENDS

    © 2017 Cengage Learning. All rights reserved.

    14

    There are approximately 50 million school-age children in the U.S.

    Even though teen crime rates may rise, the impact will be offset by the growing number of relatively crime-free senior citizens

    Serious social and economic conditions can alter the trajectory of delinquency

    What the Future Holds…

    © 2017 Cengage Learning. All rights reserved.

    15

    Time and place of delinquency

    Most acts occur in the summer, in the months of July & August

    Large urban areas have the highest juvenile violence rates; rural areas have the lowest

    West & South have higher delinquent rates than Midwest & Northeast

    Correlates of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    Photo:

    While boys are more violent than girls, violent crimes committed by females are

    not unknown. Here, Kayla Hassall, 16, center, one of five teenagers accused of

    beating fellow teen Victoria N. Lindsay, tries to contain her emotions as she sits

    in court with her parents prior to a plea hearing before Circuit Judge Keith Spoto

    at the Polk County Courthouse, in Bartow, Florida. Hassall and April Cooper

    were among the teens accused of attacking the 16-year-old girl, with whom they

    had an online squabble. The attack was recorded on video and seen around the

    world via the Internet and TV. Under the terms of her plea, prosecutors agreed

    to drop felony kidnapping charges. April Cooper pleaded guilty to two counts of

    misdemeanor battery. Both had to write letters of apology to Lindsay and agree

    to not talk to the media for profit. One of the girls involved in the incident received

    a 15-day jail sentence.

    AP Images/Michael Wilson/Pool

    16

    Gender and delinquency

    Generally, males are more delinquent than females

    Today, there are more similarities than differences between male and female delinquents

    Correlates of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    Photo:

    While boys are more violent than girls, violent crimes committed by females are

    not unknown. Here, Kayla Hassall, 16, center, one of five teenagers accused of

    beating fellow teen Victoria N. Lindsay, tries to contain her emotions as she sits

    in court with her parents prior to a plea hearing before Circuit Judge Keith Spoto

    at the Polk County Courthouse, in Bartow, Florida. Hassall and April Cooper

    were among the teens accused of attacking the 16-year-old girl, with whom they

    had an online squabble. The attack was recorded on video and seen around the

    world via the Internet and TV. Under the terms of her plea, prosecutors agreed

    to drop felony kidnapping charges. April Cooper pleaded guilty to two counts of

    misdemeanor battery. Both had to write letters of apology to Lindsay and agree

    to not talk to the media for profit. One of the girls involved in the incident received

    a 15-day jail sentence.

    AP Images/Michael Wilson/Pool

    17

    Race and delinquency

    Racial minorities are disproportionately represented in the arrest statistics

    African American youths are more likely to be formally arrested

    Bias effects

    Racial threat theory

    Racial profiling

    Caucasians are more likely to receive lenient sentences

    Racial differentials are tied to the social & economic disparity suffered by African American youths

    Correlates of Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    18

    Kids in all classes and levels of society commit crime

    Serious crime is more prevalent in socially disorganized lower-class areas, whereas less serious crimes are spread evenly throughout social classes

    Poverty is linked to social problems

    Family disruption, poor educational opportunity, and lack of resources are all associated with delinquency

    Social Class and Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    19

    It is generally believed that age is inversely related to criminality: as people age, the likelihood that they will commit crime declines.

    Aging out process:

    People commit less crime as they age

    Youths who get involved with delinquency at a very early age (age of onset) are most likely to become career criminals

    Age and Delinquency

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    Photo:

    Arrest data show that juveniles commit more crime and are

    more likely to be arrested than adults. Older people, those

    over 65, commit few crimes and are rarely arrested.

    Joel Gordon Photography

    20

    Focus on Delinquency

    What social, economic, personal, and demographic factors cause rates to climb, peak, fall, and rise once again?

    Population makeup, economy and jobs, social problems, abortion, immigration, guns, gangs, drug use, media, juvenile justice policy

    Although juvenile delinquency rates have been declining in the United States, they have been increasing in Europe. Is it possible that factors that correlate with delinquency rate changes in the United States have little utility in predicting changes in other cultures? What other factors may increase or reduce delinquency rates?

    © 2017 Cengage Learning. All rights reserved.

    LO3. List and discuss the social and personal correlates of delinquency.

    21

    A relatively small number of youths begin to violate the law early (early onset) and continue at a high rate well into adulthood (persistence)

    These offenders are resistant to change and seem immune to the effects of punishment

    Chronic Offending

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    22

    The chronic career offender is most likely associated with the research efforts of Marvin Wolfgang (1972)

    54% of the sample’s delinquent youth were repeat offenders

    627 boys (6% of the total sample) were responsible for 52% of all offenses

    Two factors are shown to affect recidivism:

    The seriousness of the original offense

    The severity of punishment

    The greater the punishment, the more likely to repeat delinquency

    Delinquency in a Birth Cohort

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    23

    Distribution of Offenses in the Philadelphia Cohort

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    Figure 2.1

    24

    Studies indicate chronic juvenile offenders continue their law-violating careers as adults:

    Continuity of crime

    What causes chronic offending?

    Involvement in criminal activity

    Low intellectual development

    Parental drug use

    Problems in learning & motor skills, cognitive abilities, and family relations

    Alcohol abuse, economically dependent, lower aspirations, and a weak employment record

    Youths with a long juvenile record are most likely continue their offending career into adulthood

    Stability in Crime: From
    Delinquent to Criminal

    © 2017 Cengage Learning. All rights reserved.

    LO4. Analyze the concept of the chronic offender.

    25

    Juveniles are also victims of crime, and data from victim surveys can help us understand the nature of juvenile victimization

    NCVS data indicates that young people are more likely to be victims of crime than adults

    Male teenagers have a significantly higher chance than females of becoming victims

    African American youth have a greater chance of becoming victims of violent crimes than European American youth

    Juvenile Victimization

    © 2017 Cengage Learning. All rights reserved.

    LO5. Categorize the factors that predict teem victimization.

    Photo:

    Thousands of children are the victims of adult sexual predators.

    One of the most notorious cases involved Jaycee Lee Dugard, who

    survived being kidnapped, raped, and held captive for 18 years. She

    is shown here with Oprah Winfrey as she is presented an award for

    her courage at the United Nations in New York. Dugard plans to live

    in hiding until her two daughters, who were conceived in rapes by

    Dugard’s kidnapper, are older and can better understand the circumstances

    in which they were born.

    AP Images/Charles Sykes

    26

    Teens tend to be victimized by their peers (i.e., other teens) ranging between 16 to 25

    Victimization is mostly intraracial

    White against white”, “Black against black”, “Latino against Latino”, etc.

    Most teens are victimized by people with whom they are acquainted

    Victimization is most likely to occur during the day

    Teens can also be victims of sexual abuse, and most sexual abuse occurs in the home

    The Victims and Their Criminals

    © 2017 Cengage Learning. All rights reserved.

    LO5. Categorize the factors that predict teem victimization.

    27

    Three major methods of measuring juvenile delinquency:

    UCR

    NCVS

    Self-reported

    Recent trends in the delinquency rate

    List and discuss the social correlates of delinquency

    The concept of the chronic offender

    Teenagers are much more likely to become victims of crime

    summary

    © 2017 Cengage Learning. All rights reserved.

    28

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