Category: Criminology

Based upon the readings and personal experience, discuss the changing environment in which police recruitment occurs. What are some of the implications of these changes for hiring effective police officers? Explain whether you feel these implications make it challenging for many agencies to recruit. Length: 150-200 words Your response should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Additional resources are not required but be sure to cite any you use.  
The informational modules are pasted below with accurate citations.
Hiring Process CA Police Officer
Every police department faces the necessity of recruiting and selecting personnel. Personnel must be recruited and selected to fill positions at three different levels: the entry level, the supervisory level, and the chief’s level. Since recruitment and selection are critical to the success of any agency, and since virtually all promotions within police agencies are internal, the inability to attract enough qualified recruits presents significant problems for police administrators. As you begin this module, there are several questions for your consideration. Is there such a thing as an “ideal” police officer? If so, what are the characteristics of such an officer? Are such characteristics descriptive of both entry level and supervisory officers? What are the best techniques to employ in order to recruit and retain officers with these characteristics?  There is no more important function in the peace officer hiring process than the background investigation. A background investigation is a totality of all that follows, including the full application, personal history statement, criminal history search, and more. We have all seen how poor hiring decisions drain a law enforcement agency’s time and resources and, even more importantly, can have direct and serious consequences for the individual, fellow officers/deputies, the agency, the community, and society at large.  The background investigation satisfies two primary goals: 1) assuring compliance with all applicable minimum standards for appointment, and  2) screening out candidates who, based on their history or other relevant information, are found unsuitable for the position per POST Commission Regulations 1950-1955.  Background investigations must be comprehensive if they are to lead to well-informed hiring decisions. Past misconduct and other signs of unsuitability must be uncovered so dangerous or otherwise unfit candidates are screened out. At the same time, inquiries into past performance must stay within the tight parameters of fair employment practices, and the evaluation of such information must be consistent across all applicants. Background investigators must therefore be knowledgeable about all applicable local, state, and federal fair employment laws. They must be well versed in the legal requirements for appointment to each specific position in question such as police officer, dispatcher, reserve officer, records clerk, etc. They must base their inquiries and evaluations on applicant behaviors that have a direct relationship to the requirements and demands of the position, and they must do so with unbiased consistency. They must be able to decipher the information gathered from a wide variety of sources and how it is used in determining applicant suitability and summarize the entire background investigation in a comprehensive report to the agency head. The comprehensive report enables agency leadership to make informed hiring decisions. 
Women & People of Color in Policing:
In recent years there have been attempts to recruit more women and minorities into policing. Such attempts have mainly come in response to affirmative action and equal employment opportunity requirements rather than as a direct result of a belief among police administrators that these recruits can fulfill the police role. Minorities and women have had to overcome many obstacles within policing to gain acceptance in the field. Policing has been a traditional bastion of white male dominance, and it has vigorously resisted the integration of women and minorities. Even today, police administrators struggle to maintain female and minority representation in their departments (Decker & Huckabee, 2002). Women may still view policing as a male-dominated profession in which females are generally not welcome, and long-standing distrust of the police may inhibit minorities from seeking employment. Next, you will examine the interrelationships between women and minority group members and the police subculture.
Mid 20th Century
Women have been a part of policing in the United States for at least a century, though their integration into patrol and other operational divisions is much more recent. Only in the 1960s did opportunities for policewomen begin to improve following the President’s Commission on Law Enforcement and Administration of Justice (1967) conclusion that policewomen could be a valuable asset to modern law enforcement. The Commission recommended the then-limited role of women be broadened to include patrol and investigative duties as well as administrative responsibilities. Most authorities agree the first woman assigned to full-time field patrol was hired in Indianapolis in 1968. In the late 1960s and early 1970s, the Federal Bureau of Investigation and the Secret Service appointed their first female field agents; several cities placed uniformed female officers in patrol positions. Studies of these women led to the conclusion that policewomen perform as well as policemen, although sometimes in a different fashion, and their attitudes are similar to policemen’s. Other research has found that female police officers experience stressors similar to those of their male counterparts, and organizational commitment, job satisfaction, stress levels and job-related anxiety, and attitudes toward law and order do not differ significantly by gender.
The Past Few Decades:
Over the past two decades, an increasing number of women have been recruited into policing. Woman now account for some 14% of all sworn officers in large agencies in 1999. Between 1999 and 2001, their numbers decreased so they accounted for slightly less than 13% of sworn officers in large departments by 2001. Even given the numbers of women and people of color in large departments, it should be remembered that some 85% of all police agencies in the United States have fewer than 50 sworn officers. In these agencies, women and people of color have been far less successful in being hired and/or promoted (Seklecki & Rabe, 2005). The recent decline in representation and the lack of success in smaller departments raises the question of why this is occurring and, if so, what can be done about it.
Opening up the Applicant Pool:
Perhaps the best reason for hiring and promoting qualified applicants is the fact that a tremendous amount of talent is wasted if they are excluded from police work. Since there is no evidence that white officers perform the policing function better than other officers, hiring officers of various races is ethically and morally proper. Further, integrated police departments are more representative of the public they serve, and officers of color may serve as role models in the community. 
People of Color Entering Law Enforcement:
Police officers of color confront a number of problems in addition to those encountered by their white counterparts. Alex (1969) found that black police officers, for example, suffer from “double marginality” resulting from the fact that they are sometimes distrusted by their white counterparts and are often viewed as traitors by other members of the black community. Black officers may be perceived as being more black than blue (police-oriented) by white officers and more blue than black by others in the black community. Officers of color, like their white colleagues, must arrest unwilling suspects, intervene in domestic squabbles, and keep order on the streets. They represent the interests of the state and the status quo in areas where large numbers of non-Caucasian youth, among others, do not share these interests. In some instances, officers of color have formed their own associations in police departments with agendas different from, and sometimes in sharp contrast with, those of white officers.
Taking Advantage of Diversity:
The advantages of hiring diverse candidates for police work are numerous. First, it is illegal to discriminate based on gender or racial membership in hiring and promoting police officers. Second, the presence of officers of different race, ethnicity, religion, gender, or other statuses shows commitment to serving the entire community. Third, female and police officers of color successfully occupying positions of authority and respect serve as role models to the community. As a result, many chiefs and sheriffs have developed recruitment strategies to focus on hiring qualified diverse candidates. Good sense dictates that recruitment efforts should take advantage of the entire pool of potential applicants (Jones & Lonsway, 2002). 
Ongoing Strategies:
These recruitment strategies must be ongoing and continue to evolve in order to attract, maintain, and promote qualified candidates who meet the standards and requirements of this ever-evolving profession. Hiring or promoting unqualified officers will not erase or eradicate past wrongs. The best way to address past wrongs is to institute programs to hire, mentor, develop, and promote women and police officers of color. In the long run, equal treatment regardless of race, ethnicity, religion, gender, or other status is the foundation of a truly democratic society. References: 
Jones, S., & Lonsway, K. (2002). Recruiting and selecting women officers. Law & Order, 50(5), 94-99. 
Krimmel, J., & Gormley, P. (2003). Tokenism and job satisfaction for policewomen. American Journal of Criminal Justice, 25(4), 73-89.  
Seklecki, R., & Rabe, G. (2005). Female law enforcement officer motivations regarding entering, continuing, and leaving law enforcement: Findings from nationwide research. Illinois Law Enforcement Executive Forum, 5(5), 131-142. 
Sun, I. (2003). Police officers; attitudes toward their role and work: A comparison of black and white officers. American Journal of Criminal Justice, 28(1), 89-109.
Police Officer Education:
Lesson 1.3: Police Officer Education 
The need to improve content and consistent delivery in police officer training has become a focus of attention in recent years. In fact, some argue that the line between training and education is unclear or nonexistent. However, a distinction is important. In this course, we consider education more abstract and theoretical, training more concrete and practical. Education provides a knowledge base, training, and the skills needed to apply the knowledge.  
Some, like Baro and Burlingame (1999, p. 57), see little distinction between education and training and consider a four-year degree to be unnecessary for police officers. The authors argued having a degree may not improve performance and noting that only about one percent of local police agencies require a four-year degree. Almost 75% of police agencies have no formal policy linking education and the promotion process. Others, such as Mors (2005), conclude that the current approach to continuing professional education in policing is ineffective. He contends that the field of policing has not changed in terms of educating officers in the past century. “Yet, even in the new century, police education and training remain ineffective. Despite all of the training available to police, law enforcement personnel continue to conduct business as usual” (Mors, 2005, p. 179).  
Polk and Armstrong (2001) found, however, that well over half of the officers in the United States now have some college-level education and, in their study at least, found there is a differential distribution of police personnel by education with more educated respondents holding a higher rank than those with lower educational levels. Most importantly, their data also showed those respondents who had increased their level of education the most since their employment were more likely to hold command positions and that respondents moved through their career paths more quickly as their level of current education rose. Their study demonstrated those who hold higher levels of education, regardless of their other traits or personality characteristics, are more likely to hold higher rank and progress more quickly through their career path. Finally, even a cursory look at police executive employment websites or advertisements in professional journals indicates the importance of obtaining advanced training for law enforcement managers.  
There is little doubt that both police departments and officers will benefit from training and education that enhances knowledge, skills, and abilities. Such enhancement will enable police officers and their agencies to improve service to their communities. One important issue with respect to such enhancement is how best to deliver education and training. Among the methods most commonly employed are basic or recruit training, field training, and in-service training (also referred to as continuing professional education or CPE). Some states (e.g., Illinois) provide mobile unit training where instructors take courses out into the field rather than requiring students to come to one central location. Magers and Klein (2002) point out, “Nationally recognized standards for entry-level police academy training have not been established; therefore, police basic training standards dramatically vary from state to state” (p. 103). The same is certainly true of standards relating to other types of training as well (some states mandate continuing training, others don’t) and with respect to education.  
The Importance of Continuing Education and Training in Policing 
Napier (2005) points out that the police and policing have changed dramatically in the last 50 years. Police officers have gone from minimally trained and poorly equipped to highly trained and equipped with advanced technologies. Much of this change, according to Napier, has been the result of accelerated changes in technology and the emergence of complex social issues such as bias-based policing and racial profiling. The latter are issues that can only be adequately understood and addressed by those with at least some grasp of social science, such as that provided through higher and continuing education. Such understanding typically exceeds the bounds of knowledge an officer might acquire by simply being competent and tenured within their agency. Once police personnel realize they need to obtain higher education, the problem becomes how to get it (Napier, 2005).  
Similarly, Lane (2005) views the need to remain abreast of innovations in policing as prompting police executives to seek opportunities for advanced training and education. He also indicates that numerous continuing education programs are available for such executives and other members of the police community. Swisher and Whitfield (2005) point out that, in recent years, advancements in satellite and Internet capabilities have proved to be an effective and cost-efficient means of delivering information. They continue by noting that local classroom programs that utilize these technologies make it convenient and less costly for thousands of professionals to participate at hundreds of sites across the country (while these authors are focusing on the field of corrections, much of what they have to say applies to policing as well). As they indicate, new information formats are discovered as distance learning initiatives move forward. 
Among these is a need to focus on asynchronous e-learning delivery strategies (sound familiar?) or “real time” student-instructor or student-student interactions. With advanced technology, many e-learning courses will transition from an asynchronous delivery strategy (student-computer interaction only) to a synchronous delivery strategy (cohort-based, possibly in-person too). In addition, there are programs experimenting with merging e-learning and instructor-led instructional strategies into a blended approach to training and education delivery (again, sound familiar?). As a part of such experiments, students who enroll in both education and training programs may be required to complete e-learning courseware as a prerequisite. Students may also be expected to complete e-learning courseware while attending programs at police training academies and universities and/or as a post-requisite for completing the program after they return home. Swisher and Bonn (2005) conclude that this blended approach to instructional delivery may enrich the learning experience by better preparing participants to transfer the skills acquired in the classroom to their workplace. In addition, the blended training approach should reduce the time students need to be in the classroom and away from work, which should ease the burden on agencies in providing release time.  
Lane (2005) discusses the breadth of subjects that may be covered in advanced training or educational courses. Such subjects may include legal matters, behavioral science, law enforcement communication, leadership, and forensic science. Other noncredit courses may also be offered (all this in either traditional classroom settings or over the Internet). Examples of such law enforcement-related topics include risk management, cults, comparative policing, and terrorism.  
Lane (2005) queried attendees at the National FBI Academy concerning the benefits of attending advanced training there. He found that networking, the ability to reach out and contact officers from different departments throughout the world, ranked the highest. Some found that interaction with other police professionals throughout the world proved an immense benefit. Other benefits mentioned included the friendships formed, new ideas for work, changed lifestyles and attitudes, career advancement, and improved academic standing. Many respondents who had been subjected to diverse cultures came away with a better understanding of the challenges facing all members of the law enforcement profession, regardless of their jurisdictions. Still, others found that interacting with officers from both national and international backgrounds caused them to realize that most of the problems they faced had been faced by others who had frequently come up with some effective ways to address them.  
Napier (2005) notes that online education has expanded rapidly over the last several years to address the needs of nontraditional students. While the academic soundness of such programs was once considered suspect, an increasing number of top-flight universities now offer online education, and recent research provides broad support for the academic value of online education. These online programs provide a convenient and fast-paced way to obtain a degree from an accredited university. It is clear that higher education is no longer a luxury or not simply desirable, it is becoming a necessity, and online programs are one way of obtaining continuing and advanced education (and training as well).  
Based on the discussion above, what can we conclude concerning police training and continuing education? First, we note that training and education must be career-long commitments. Second, relationships between the two should be recognized and pointed out to participants in order to make each more meaningful. Third, mandatory training is clearly needed, and that training should be interrelated. Fourth, to make continuing education and training effective, methods of delivery must be adapted to the needs of adult learners. Fifth, delivery of services via the Internet is a viable methodology. Sixth, a commitment to training must come from the top of the organization (and those mandating training must be willing to participate themselves if the training is to be perceived as important). Seventh, those officers pursuing advanced and/or continuing education and training are more likely than those not pursuing this to be rewarded with desirable assignments and promotions (however, the correlation is not perfect and perhaps not causal). Still, as Magers and Kein (2002) note: “People enter and leave new occupations on a daily basis, and the only way for us to make sure the newcomers will adequately perform in the tasks given to them is to provide them with the best training and education possible” (p. 103, 111). 
References: 
Baro, A., & Burlingame, D. (1999). Law enforcement and higher education: Is there an impasse? Journal of Criminal Justice Education, 10, 57-73. Lane, T. (2005). Personal and departmental benefits of continuing education: The FBI National Academy experience. FBI Law Enforcement Bulletin, 74(5), 1-7. Magers, J., & Klein, L. (2002). Police basic training: A comparative study of states’ standards in the United States. Illinois Law Enforcement Executive Forum, 2(2), 103. Mors, T. (2005). Training meta-policies for law enforcement administrators. Illinois Law Enforcement Executive Forum, 5(5), 179-189. Napier, M. (2005). The need for higher education. Law & Order, 53(9), 86-93. Polk, O., & Armstrong, D. (2001). Higher education and law enforcement career paths: Is the road to success paved by degree? Journal of Criminal Justice Education, 12(1), 77-102. Swisher, S., & Whitfield, C. (2005). Embracing several generations in distance learning. Corrections Today, 67(1), 80-82. 

Research the following ways of selecting judges: 1) executive appointment, 2) election, and 3) merit selection. Write a paper describing each method including the pros and cons of each. Finally, conclude your paper with an argument for which method you believe is best.

Carefully read the attached assignment, see the video on Amazon “Last Call at the Falls” , research this true-crime case, and systematically answer the assignment as directed by composing a college paper in APA format;  be sure to use section headings for EACH of the assigned victimology theories… you have to determine whether the theory is at work in this case study or not (you can’t ignore them… explore and analyze each, then determine to what extent, if any, it applies). 

The Research Paper requires each student to demonstrate fundamental writing skills coupled with the ability to recognize a constitutional issue. You must write one original research paper. Do not copy the writing of another person, institution, or company purporting to utilize Artificial Intelligence. All papers submitted by students will be screened for material that is or has the appearance of a product of intellectual dishonesty.  Submission of a paper written by someone else will result in a failing grade for the paper and the course. Submission of a paper with substandard writing or research skills, but appears to be an honest and original effort, is likely to receive a passing grade for both the paper and the course.
PLEASE DO NOT ATTEMPT TO SUBMIT ASSIGNMENTS WRITTEN BY A COMPANY OR GROUP PROMISING TO DELIVER ESSAYS OR INFORMATION THAT WILL BE CONSIDERED APPROPRIATE BY ANY INSTRUCTORS OF ANY INSTITUTION OF HIGHER EDUCATION. All writing assignments must be delivered to online instructors in compliance with the instructions released at the time the assignment is accessible, according to the syllabus and class schedule. Each paper submitted through the Canvas online system will be examined by computerized systems and graded for authenticity. A written assignment that is deemed NOT to be authentic will receive a score of 0 and a grade of F (for failure). In the end, remember that it is better to submit your work and receive some points rather than submit a fraudulent, academically dishonest product and subject yourself to the loss of 200 points, as well as any additional consequences, that the instructor may impose.
Draft your paper using double-spaced lines, with one-inch margins, and either New Times Roman or Calibri, with 12 pt. font. 
Do not include any header, cover page, or abstract, (assignments submitted in Canvas are automatically assigned to the student), however, a properly APA formatted reference page is required.
To earn full credit for the research paper students are required to fully research the constitutional issue(s) presented in the assignment. The paper must be substantive, provide details and in-depth research and analysis, and cite sources in proper APA format. The assignment is not asking for your opinion. The Assignment requires that you ask for well-reasoned, logical, and objective conclusions, based on facts and lawfully obtained evidence.
The research paper must include relevant U.S. Supreme Court cases and amendments in support of the paper’s position.
The research paper must utilize a minimum of three (3) acceptable academic sources. Acceptable academic sources include treatises, law journals, and law reviews.
You may NOT use a dictionary, blog, newspaper, online news articles; law firm/attorney websites, or Wikipedia, as a source as they are not regarded as acceptable academic sources. 
If students do not follow the instructions for the assignment, the submission will have points reduced significantly.  Details matter and must be read and followed “to the letter”.   
The Research Paper is worth 200 points. Read the Rubric and write accordingly.
Late submissions will have points deducted no matter how good the content is.  Notify me with reasons why a deadline cannot be met.  Learn to submit uploaded Word documents. DO NOT submit assignments via email. NO EXCEPTIONS.
RESEARCH:
You must take a position in response to the issue presented and support your position with acceptable academic sources, and relevant U.S. Supreme Court cases (relevant lower federal court decisions may also be utilized).
Read the following fact pattern and explain:
Whether it violates the Fourth Amendment when officers abandon their duty to address a traffic violation, which justified a pretextual stop to investigate a passenger.
Facts:
On December 12, 1990, the body of Janet Crane was found lying in an alley. She had been shot in the head twice. She had been sexually assaulted. No arrest was made, and the case remained cold for more than twenty years.
In 2006, the case was reopened. State Police had preserved Crane’s garments from which DNA was extracted. A sample found on Crane’s underwear included sperm. Police discovered Roger Green had been a suspect during the initial investigation. He was later convicted of two other murders of young women in the same area and within mere weeks of Crane’s murder. It became paramount for police to obtain a sample of Green’s DNA. On August 2, 2006, Sergeant Olivia and Detective Rodrigo were tasked with procuring a sample of Green’s DNA.
Sgt. Olivia was familiar with Green because she had arrested Green for being a felon in possession of a firearm, trafficking in marijuana, and possession of a stolen vehicle. The officers surveilled the home where Green was and observed him leave the house and get into the passenger seat of a car. The car took off at a high rate of speed. The officers followed the car and initiated a traffic stop. Knowing of Green’s pending gun charge and knowing that Green was suspected of shooting someone to death, Sgt. Olivia asked Green to step out of the car for a protective pat-down. When Green put his hands upon the car for the pat-down, he took his cigar out of his mouth and placed it on the back of the car. No citation was issued to the driver, and Green returned to the passenger seat.
As the car drove off, the cigar fell on the ground, and Detective Rodrigo collected it.
The cigar was submitted for testing to compare the DNA on its tip to the DNA extracted from Crane’s garments. The results were that the odds of the sperm on Crane’s garments belonging to someone other than Green were one in one-hundred-sixty trillion.
Roger Green was indicted for first-degree rape and murder.  Green has filed a motion with the court to suppress the DNA evidence obtained from his cigar as a violation of his 4th Amendment right.
Rubric
Research Paper Rubric
Research Paper Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSynthesis and Foundation of Knowledge
4 pts
Proficient
The student clearly understands the subject matter presented in the research paper. The thesis or basis of the research paper is well defined and carefully constructed. The student displays an exemplary level of attention to detail, which includes facts and concepts in a logical presentation. The reader is able to easily understand the student’s position. The student creatively builds upon the thesis without repetition and offers an exceptionally well-documented position whose statements are supported by facts.
3.4 pts
Competent
The student displays a good understanding of the subject matter presented in the research paper. The thesis or basis of the research paper is effective but the construction may make it difficult for the reader to easily understand the student’s position. The student builds upon the thesis but is somewhat repetitive and does not fully document the student’s position; however, the key issue is addressed. The student displays above average level of attention to detail, and includes adequate facts in support of the position.
3 pts
Beginning
The student displays a basic understanding of the subject matter presented in the research paper. The thesis or basis of the research paper is not fully supported throughout the paper. The reader has difficulty understanding the student’s position. The student includes a few supporting facts or statements, but the student displays an average level of attention to detail with areas of some concern in creating connections between facts and supporting statements in support of the position.
0 pts
Non-compliant
The student displays a limited understanding of the subject matter presented in the research paper. The thesis or basis of the research paper is not supported in the paper and the student overlooks critical details. The student’s position is vague or incomplete and the reader is unable to understand the student’s position. The student does not document the position with facts and does not have a logical sequence for the subject matter discussion. The research paper is not acceptable quality for upper division college level work.
4 pts
This criterion is linked to a Learning OutcomeApplication of Knowledge (Critical Thinking Skills)
4 pts
Proficient
The student displays a high level of critical thinking necessary for the approach presented in the research paper. The student draws logical conclusions from the research materials. The student presents intellectual development of the position throughout the research paper.
3.4 pts
Competent
The student displays a good level of critical thinking necessary for the approach presented in the research paper. The student displays an above average ability to draw logical conclusions throughout the research paper with 2 or fewer errors.
3 pts
Beginner
The student displays a basic level of critical thinking necessary for the approach presented in the research paper. The student has difficulty developing the position throughout the research paper. The student displays a limited ability to draw logical conclusions throughout the research paper.
0 pts
Non-compliant
The student displays only a limited approach to critical thinking but is unable to apply research and information to develop the position to a logical conclusion. The student relates confusing statements and facts in the research paper with little evidence of supporting research. The research paper is not acceptable quality for upper division college level work.
4 pts
This criterion is linked to a Learning OutcomeFormatting
4 pts
Proficient
The student displays compliance with APA formatting. Format includes an appropriate introduction, well- developed paragraphs in support of the thesis, and an appropriate conclusion. The student demonstrates his/her ability to organize the research in a logical sequence.
3.4 pts
Competent
The student displays some compliance with APA formatting, with 2 or fewer formatting errors. The student displays an understanding of the majority of points and concepts in the research paper and demonstrates a good skill level in formatting and organizing material in the research paper.
3 pts
Beginning
The research paper has 3 or more APA formatting errors. The student displays a basic understanding of some points and concepts incorrectly. There is not a continuous pattern of logical sequencing.
0 pts
Non-compliant
The student does not comply with APA formatting. The student presents an incomplete research paper, which does not provide adequate logical sequence. The research paper is not acceptable quality for upper division college level work.
4 pts
This criterion is linked to a Learning OutcomeWriting Skills
4 pts
Proficient
The student displays excellent usage of words and grammar, as well as presents the position of the research paper in a clear and concise writing style. The research paper is error-free of grammar, spelling, and punctuation errors and has no APA citation and reference errors.
3.4 pts
Competent
The student displays above average usage of words and grammar, as well as presents an effective position in the research. The research paper is well written with fewer than 5 grammar, spelling, and punctuation errors and has 2 or fewer APA citation errors.
3 pts
Beginning
The student displays basic writing skills. The student’s writing ability is average, but demonstrates a basic understanding of the subject matter; however, there are more than 5 grammar, spelling, and punctuation errors. The student has 3 or more APA citation errors.
0 pts
Non-compliant
The student displays a weak writing style, which needs improvement, and includes numerous proofreading errors and/or APA citation errors. The student’s writing lacks clarity and consistency. The research paper is not acceptable quality for upper division college level work.
4 pts
This criterion is linked to a Learning OutcomeResearch Skills
4 pts
Proficient
The student displays a sophisticated thesis supported by research, which contributes significantly to the development of the overall thesis. The student incorporates the minimum mandatory 3 acceptable academic sources and appropriate required U.S. Supreme Court cases in support of the research paper.
3.4 pts
Competent
The student displays an above average thesis supported by research, but the application is narrow to the thesis of the research paper. The student incorporates only 2 acceptable academic sources and some U.S. Supreme Court cases in support of the research paper.
3 pts
Beginning
The student displays basic research skills, which provide limited application to the thesis of the research paper. The student incorporates only 1 acceptable academic source in the research paper or an insufficient number of U.S. Supreme Court cases in support of the research paper.
0 pts
Non-compliant
The student displays inadequate research skills, and fails to include relevant acceptable academic sources or appropriate U.S. Supreme Court cases in the research paper. The research paper is not acceptable quality for upper division college level work.
4 pts
Total Points: 20

This process will involve describing research methodologies and alignment to criminal justice research. Listed below are the expected specifications for the assignment: A. Select one article that demonstrate the principles of one of the following research methods; Qualitative, Quantitative or Mixed Study.
B. Upon selecting a research article, apply the following instructions to complete assignment.
C. Your narrative discussion must address each item outlined in the instructions below. D. Produce a 10-page research paper (not including title page, Abstract page, and Reference page(s)
E. Evaluate the scientific methodology and strategies of quantitative, qualitative, and mixed methods research studies. Then discuss how the study you selected meets the principles of the research mythology selected. F. Present a minimum of (5) different peer review research references, and no more than (2) book references to support your narrative discussion of the research article as related to the selected research method.
Compose your paper according to APA standards
APA: Prepare all assignments using the following APA writing guidelines:
· Title page (Centered) · Abstract page (no more than half page – summary of entire presentation)
· Introduction of topic (Center this heading) should be no more than 2 paragraph(s)
· Literature Review Discussion (Center this heading)
· Conclusion (Center this heading)
· Reference page (Center this heading)
Address and Present your research article examination in the following sub-topic order as provided below:
1. Validate the rationale and research purpose 2. Evaluate the relevance and association of Literature Review
3. Verify the selection of research method (Qual, Quan or Mixed).
4. Defend research design methods, including design characteristics i.e.
a. Correlation, b) case study, c) survey, d) comparative, e) sampling etc…
5. Verify the reported and or observed Ethical issues or concerns of Institutional Review Boards (IRBs)
6. Evaluate the Data collection and analysis process of research
7. Present research outcomes and or findings
8. Detect research conclusions, findings, and recommendations

Sociology 112
Research Paper #1
Crime Prevention
Due Sunday May 5th, 2024 @ 11:59pm
Up to this point, we have learned the foundations of Criminology. It can be argued that the field would not exist if it had not been for the contributions of Cesare Beccaria. He is considered by criminologists and sociologists as the founding father of criminology. However, probably his greatest contribution to the science was never truly researched. Now it is time for you to make your contribution to the field.
For this research paper, you will write an essay based on the following quote from Cesare Beccaria: “The surest but most difficult way to prevent crimes is by perfecting education.” The research paper should answer the following questions:
If society was more educated, do you believe crime rates would decrease? Why or why not?
Do you believe that education could be perfected to the point where people turn away from crime? Why or why not?
Have your previous educational experiences deterred you from engaging in criminal activity?
Use two (2) academic sources that help prove your stance (Peer reviewed articles, books, newspaper etc.)
Essay Format
Essay should be typed 3-3 ½ pages in length, double spaced, 12-point Times New Roman font, and page numbers at the bottom right of each page.
Cover Page with Name and title of your essay.
Works cited page (APA format)
Essay will be submitted through canvas

Discuss the following:
If you have a person of interest to interrogate, should you give the Miranda warnings? Why or why not?
When are Miranda warnings required?
When is a waiver of Miranda rights valid?
What rights are provided by Miranda?           

You and your partner are working the afternoon shift and are at your duty station-the detective bureau-when you receive a call from the communications center.
Uniformed police officers on the crime scene have requested that a missing person’s investigator respond for a critical missing person’s case. You ask the communications officer on the phone for any additional facts, and all she knows is that it is a child missing from her home.
As you leave the detective bureau to respond to the scene, you ask for the juvenile detective working your shift to accompany you.
As you respond to the scene, you learn via police radio that the missing child is a female, age 11. She did not return home from school.
You arrive at the residential neighborhood of individual houses and are greeted by the first officers on the scene. They brief you on what they know.
o First, they announce that the missing child is the daughter of a police lieutenant from your agency.
Next, they have learned from the school that the child never arrived at school that day.
Neighbors, volunteer firefighters, and uniformed police are gathering to begin searching the adjacent wooded area for the missing child.
You ask several uniformed officers to begin conducting neighborhood interviews to see if anyone saw anything during the morning as the child left for school. Quickly, an officer identifies a neighbor returning home from work who provides information.
As the neighbor left for work, 
he observed an adult subject walking behind the missing child on the sidewalk. This neighbor did not recognize this adult male as being from the neighborhood, but he provides you with a physical description of the individual.
By narrowing the scope of the investigation by focusing on a handful of neighbors, you are able to locate a family that has had a visiting family member from a nearby city. Now, the focus of the investigation has narrowed on locating and speaking with this subject, whose name is Sam.
You learn that Sam is returning to his home in the nearby city by transit bus in a few hours. As the primary investigator on the case, you decide to meet the bus and to bring Sam to the detective bureau for an interrogation.
You must remember that your actions will be carefully reviewed at the time of trial. Everything that you do must meet the standards of the U.S. Supreme Court. As this investigation continues and as you meet the subject at the bus station, consider how you will approach him to obtain information on this investigation. Remember, as you conduct an interview or interrogation at the detective bureau, your goal is to determine what happened to the missing child. If you are not careful with your questions, your interview can become accusatory. 

Provide a brief history of Sayyid Qutb. What organization did he belong to? Describe in depth how histeachings influenced radical Islam.
Explain the three future responses warranted from the lessons learned from Mumbai and Lahore asindicate by the FBI. Do you agree or disagree with the FBI’s conclusion? Explain why.
White,
J. Terrorism and Homeland Security. Is the
book we are using
Each questions
needs to be answered in at least 300 words.

For your final paper you will need to write a 5-10 page essay that addresses the following:
1) Discuss the book and what you read generally. (No more than 1.5 pages)
2) Review the book. Would you recommend the book to others? Why or Why not? What was good or bad about the book? (no more than 1 page) 
3) Connect the book explicitly to at least four things we have discussed in class or topics addressed in the readings. For example, was book reflective of what we covered or is there a disconnect between academic work (class lecture/research studies/textbook) and the book you read? (A book may be reflective of somethings but not of others. That is okay. It just means you have things to talk about). This is the meat of the paper and the points so make sure your connections to the textbook and lectures are well documented and discussed. 
When introducing topics in connection to the class/book, make sure you fully explain the concept from class (properly cited) before you discuss how it was or was not reflected in the book.
If you need ideas on how to do this, please stop by office hours and we can discuss your book/paper.
For your final paper you will need to choose and read an approved book from the list below (other books may be considered but only with prior instructor approval):
Brooks, R. (2022). Tangled up in blue: Policing the American City. Penguin. 
Hadden, S. E. (2001). Slave patrols: Law and violence in Virginia and the Carolinas (Vol. 138). Cambridge, MA: Harvard University Press.
Horace, M. & Harris, R. (2018) The Black and the blue: A Cop Reveals the Crimes, Racism, and Injustice in America’s Law Enforcement New York, NY: Hachette Books
Stroud, M. (2019). Thin Blue Lie: The Failure of High-tech Policing. Metropolitan Books.
Vitale, A. S. (2017). The end of policing. Verso Books
Formatting and other instructions:
5-10 full pages of text (not counting title or reference pages)
Consult the attached formatting guide
For consideration for full points, you will need at least 4 separate topics/connections.
Upload your assignment as a WORD DOC (no pdfs or pages)
Title page and reference page (does not count towards total # of pages)
APA formatted (citations and references)
Make sure you are supporting yourself with citations (as references of course)
Use headers to break up your sections and subsections
Double spaced, 12 pt Times New Roman font
At least three credible academic sources should be used in addition to the book you are focusing on. 
Only credible/academic sources allowed. 
For our purposes, that is peer-reviewed journals, governmental reports, or academic books.
Lectures can be used but only to supplement. They do not count towards the required number of sources.
If you must use quotes- Only one quote per page- no longer than a line of text across
NO LATE WORK ACCEPTED FOR THE FINAL PAPER.
Ensure your work is your own. Any plagiarism or academic dishonesty will result in a zero.
THE BOOK CHOSEN IS “THE END OF POLICING” BY ALEX S. VITALE
PLEASE ENSURE THERE IS NO PLAGARISM OR AI USAGE
THE BOOK IS FREE FROM LIBRARIES 
ATTACHED IS WHAT I HAVE WRITTEN

Please see attachment for instructions…Info abt me..i interned at Berrien County 911 Dispatch Center in Benton Harbor, Mi. (U. an answer info abt wht function doess 911 serve to community & etc) Of course my impression was positive bcuz of how hard they work with limited reps.  Career goals prior to volunteering was to wrk anywhere in criminal justice field such as forensics, Lawyer, or child protective services & my goals has not changed…My goals was reinforced by this internship by wanting to help people even more. I wld recommend other students to intern @ organization it was a great experience to see what all it takes to help others and colleagues