Category: Criminology

Just as academic skills are needed to succeed in life, vocational skills are a must for inmates wanting to provide for themselves and their families (Guerrero, 2011). I would provide education classes to women in a prison facility because of the lack of access to women inside and outside of a prison. Women must work ten times harder than a man to get to the next level. Once a woman has children then the support to excel usually isn’t their either, so a woman must put their desires and dreams on hold. Women tend to deal with depression, lack of support, anxiety, and other delays more than some men. Therefore, women that did not have the opportunity or took another path to survive and ended up in prison should be given the chance to learn skills that will allow them to excel when released. The “right kind” of education works to both lower recidivism and reduce the level of violence. Moreover, appropriate education leads to a more humane and tolerable prison environment in which to live and work, not only for the inmates but also for the officers, staff and everyone else (Vacca, 2004). These courses would range from life, to academic, and vocational skills. At each level of courses, an inmate will be able to apply skills learned to their lives and potential job. In a study completed by student teachers and inmates, responses indicated that the women believe the course improves their ability to communicate with others more effectively, express themselves in writing, and increases their knowledge of life span development (Meyer, Harned, Schaad, Sunder, Palmer, & Tinch, 2016). My reasoning for having a variety of course is because basic education will hopefully give inmates are starting chance, but advanced learning and educational courses will give inmates a competitive chance at careers. They should be able to showcase their abilities in challenging courses because it is similar to challenging life choices as well.
Vacca, J. S. (2004). Educated Prisoners Are Less Likely to Return to Prison. Journal of Correctional Education, 55(4), 297–305. http://www.jstor.org/stable/23292095Links to an external site.
Meyer, C. L., Harned, M., Schaad, A., Sunder, K., Palmer, J., & Tinch, C. (2016). Inmate Education as a Service Learning Opportunity for Students: Preparation, Benefits, and Lessons Learned. Teaching of Psychology, 43(2), 120-125. https://doi.org/10.1177/0098628316636278Links to an external site.
Guerrero, G. (2011). Prison-based education and vocational training programs. In Rethinking Corrections: Rehabilitation, Reentry, and Reintegration (pp.193-218). SAGE Publications, Inc, https://doi.org/10.4135/9781452230474

The theories you will use for this assignment.
Chapter 2: Deterrence And Rational Choice Theories  
Modern Deterrence Theory 
Rational Choice Theory 
Routine Activities Theory 
There are 3 Steps for completing the assignment.
STEP 1
Read the book chapter and listen to the narrated slides.
STEP 2
Using the following the Crime Solutions Program DatabaseLinks to an external site. of programs, locate 1 program that is based on deterrence or rational choice theories.
Under Keyword Filter type in any of the theories covered in the textbook and slides.  
A list of programs will appear under the search filter box. These are the programs you can choose from. Read the summary to Click on the program Title to read about it.
Under the Program Description there is a section titled Program Theory. Most will have fairly detailed explanations of which theories a program is based on.
STEP 3
Submit the name of the theory  and briefly explain how the program practices align with the theory. I provide an example below. 
Here is an example of a good submission.
(approximately 200 words)
Name of Theory: Routine Activities Theory
Program Selected: Target Hardening in High Crime Areas (this program may not be used for the assignment)
The Routine Activities Theory posits that three elements must converge for a crime to occur: a motivated offender, a suitable target, and the absence of a capable guardian. This theory emphasizes the importance of understanding individuals’ daily routines and activities to prevent crime effectively. Target Hardening in High Crime Areas aligns with this theory by focusing on enhancing physical security measures within high-crime neighborhoods. By fortifying potential targets through measures such as installing security cameras, improving lighting, and reinforcing locks, the program aims to deter potential offenders and disrupt the routine activities necessary for criminal behavior to occur. This approach addresses the environmental factors outlined in the Routine Activities Theory, aiming to reduce the likelihood of crime in these areas. By making targets less suitable and increasing the presence of capable guardians, such as through community watch programs and increased police patrols, the program seeks to create an environment where criminal opportunities are minimized. This multi-faceted strategy, rooted in the principles of Routine Activities Theory, underscores the significance of environmental design and routine monitoring in effective crime prevention, ultimately fostering safer communities through proactive measures.

reference should be from the last 5 years. Critical infrastructure includes a great many areas of concern and focus. Thinking back to risk and mitigation, these two areas tie directly to critical infrastructure protection, don’t they? Within mitigation, we discussed two ways to mitigate: structural and non-structural efforts. What do you believe is our most vulnerable critical infrastructure (choose any you wish except the border)?
Why do you say this?
How would you enhance security regarding this type of infrastructure?
Remember there are two types of mitigation efforts.
The second part of this discussion deals specifically with border security and immigration policy.
How secure are our borders?
Is it important to secure our borders, and if so, why or why not?
What would you propose to better secure our borders?

Using the textbook 
(S) Cyber Crime and Cyber Terrorism
Robert W. Taylor, Eric J. Fritsch, John Liederbach, 2019
Pearson
ISBN.13: 978-0-134-84651-4 use AMA format.

INSTRUCTIONS: 
For this exam, which covers readings and material for weeks 4-6, answer all 3 of the
questions listed below. The completed exam is due by June 21st, noon EST.
• Do not include a title page or reference page, but do include your name on p. 1.
• Length. The answer to each question can be no longer than 2 single-spaced pages. The total
length of your exam therefore should be no more than 6 single-spaced pages.
• Start each answer on a new page, number each answer, and label each part (e.g., “a,” “b”).
• Formatting. Use 1” margins, single-spacing, and 12-point Times New Roman font.
• Content. The questions cover readings and materials from the second half of the course (weeks
4-6). For your answers, develop as full and complete a response as possible, explain your
reasoning, and cite sources from the readings, notes, and course materials. Your answers should
clearly draw on these to substantiate claims. Edit for content, logic, grammar, spelling, etc.
Avoid excessive quotations; use your own words to present your reasoning. Check your exam
against the rubric at the end of the syllabus.
• Exam submission. Exams must be delivered as a .pdf file through Canvas and should be labeled
as LastName.Exam2 (e.g., Mears.Exam2.pdf). Please email me if you have any questions or
issues with submitting your exam.
• Remember that AI is not allowed and to abide by the University’s Academic Honor Policy.
Exams will be assessed for plagiarism; violations will be reported to the University. 
QUESTIONS
Question 1.
(a) Drawing on chapters 23, 24, 25, and 27, describe how and why informal processing of
youth—such as police and court personnel discretion in how they handle delinquency cases—may benefit
youth. (b) Describe how and why it may harm them. (c) What could be done to ensure that personnel
discretion helps rather than harms youth? 
Question 2. 
(a) Drawing on chapters 29, 30, 31, 32, 33, and 18, and the Mears et al. (2011) article,
discuss what we know about the effectiveness of juvenile court sanctions (e.g., probation, residential
commitment, and transfer to adult court) in reducing recidivism and crime and promoting the well-being
of juvenile offenders. (b) Discuss problems that may undermine the effectiveness of the juvenile court.
(c) Pick one type of sanction (probation, residential commitment, transfer) and present an argument for
how you would improve its effectiveness. 
Question 3. 
Drawing on chapters 34 and 35, identify at least 3 lessons from other countries or either
chapter that might be useful in improving juvenile justice in America. As with all the questions, defend
your answer through reference to the readings.
Book :
Feld, Barry C., and Donna M. Bishop, eds. 2012. The Oxford Handbook of Juvenile Crime
and Juvenile Justice. New York: Oxford University Press. ISBN: 9780199338276.
Here is my name to put on the first page:
Tiffani Martinez

Provide an in-depth evaluation of screening and assessment for Substance Use Disorders (SUD) in a 4–5-page paper in APA format. You review must include SBIRT Links to an external site. and the ASAM Links to an external site.. Furthermore, your paper should include information regarding current overall trends in how screening and assessment of SUD occurs nation-wide and any best practice recommendations. Paper must include minimum of five total references, two of which must be peer-reviewed journal articles. The paper is due on the 6th week of class and must be submitted in the assignment drop box.

There are many unsolved cold cases throughout history that could possibly be solved using new Forensic Technology. Complete an Internet or library search for a case involving sexual assault from the past and research the circumstances and evidence surrounding the case. Focus on what evidence forensic scientists had available, how they analyzed the evidence, and what conclusions they made.
Compare this with what technology we have available today and how it could have changed the outcome of the trial.
Has the new technology been supported by empirical studies? Would it stand up to a Daubert Hearing?
The paper is to be a minimum of 5 pages (excluding title, abstract, and reference page) and written using proper APA style. A minimum of 5 scholarly sources are to be used.

Reply to 2 Classmates Discussion using 150 words each reply.
Below is the discussion each classmate wrote to: This is just for your view purposes only.
PROMPT THE STUDENTS USED-
Based on the article and your current level of exposure to the topic of constitutional criminal procedure, outline your position as to how Dripps’ model would work in the real world.
Refer to Watch: Introduction to Criminal Procedure found in Module 1: Week 1. State whether Dripps’ Model of “Contingent Suppression” is in any way compatible with restorative justice. If not, how could it be made more compatible?
Script for the Watch Material will be attached so you can relate information to each students Discussion.

I’m having a problem with AI writing. The highlighted section in the document is AI, so I need you to rewrite my policy brief so it passes Turnitin detection. I also need you to write an introduction and an executive summary.

Write a 2-3 page paper identifying the three ways to biologically estimate time of death. You must cite 2 sources.
Assignments should be submitted correctly through this link, either as Write Submission or attached as a Word Document. Please contact me if you do not know how to submit an assignment and I will walk you through it. Submissions above 20% similarity in Safe Assign will not be graded and you will receive a 0 for the assignment. Late submissions are not accepted.