Category: Criminology

Getting Started
Juvenile delinquents in the United States are adjudicated through a criminal justice system that is separated from adults. The primary goal of the juvenile justice system is to rehabilitate the juveniles that step outside of the lines to make them productive members of society as adults. The juvenile justice system is not perfect, and there are opponents who argue the current system is too harsh and the protections the delinquents receive are too few. A debate over abolishing the juvenile justice system is not our purpose here. Rather, we will discuss several approaches to the American juvenile justice that include a variety of policies and programs. You will argue which one is the most effective.
Upon successful completion of the course material, you will be able to:
Justify the effectiveness of a juvenile justice policy
Resources
Textbook: Criminal Justice Policy: Origins and Effectiveness
Video Note
Instructions
In this assignment, you will post a video response to the discussion thread using a tool called Video Note. If this is the first time you have used the tool, review the provided resources first.
Before you record your video, draft a response to the questions posed in the instructions. This will become your “script” for the video. Planning what you say is important because your video recording is limited to three minutes. The Video Checklist contains public-speaking techniques that will not only improve the delivery and quality of your video note but can be applied to any public-speaking situation. You will respond to your classmates’ videos by writing a response. You do not need to respond using Video Note.
Review the rubric to make sure you understand the criteria for earning your grade.
Read Chapter 6 of Criminal Justice Policy: Origins and Effectiveness
To prepare for this activity using the Video Note tool, watch/read the following:
Using Video Note
Review the Video Checklist to become aware of areas that inexperienced speakers tend to overlook.
Navigate to the threaded discussion and respond to the prompts:
Select a juvenile justice policy from the list below that you believe is most effective.
Curfews
Diversion
Waivers
Teen Courts and Status-Offender Programs
Out-of-Home Placement
Briefly explain the juvenile justice policy you selected.
Justify the effectiveness of the policy. State the advantages of the policy you picked over the other juvenile justice policies that you did not select.
RESPONSE TO THE PROMPT:
Cite all sources and use proper APA formatting for all in-text citations and references.
Your response to the discussion prompt is due by the end of the fourth day of the workshop.
FOLLOW-UP POSTINGS:
Read all of the discussion postings and respond to at least two (2) of your classmates’ postings, as well as follow-up instructor questions directed to you, by the end of the workshop.
While students may agree with each other, each follow-up posting is expected to go beyond just agreeing. Each follow-up posting should add something original, substantive, and course-related to the discussion.
Your follow-up postings should engage classmates and move the discussion forward in intentionally scholarly ways. Some ways to do this include:
introducing related information from an appropriate source that is professional, reliable and valid
including a direct quote from the text along with your observations about the importance of the quote within the context of the discussion
including a paraphrase of the text/assigned reading (with an in-text citation that includes a page number)
challenging commonly-held thinking by introducing published research findings
examining a workshop concept from a scholarly perspective that is not addressed in the text
providing applicable illustrations from current events
pointing out connections/common ideas/themes discussed so far
OVERALL INVOLVEMENT:
The expectation is that students post their response to the prompt and follow-up postings on at least three (3) different days during the workshop to demonstrate full engagement.
Students are expected to cite all sources and use proper APA Style formatting for all in-text citations and references.
Students are expected to employ proper spelling, grammar, and punctuation.

Getting Started
Policing is influenced by technology far more than the courts and corrections in the American criminal justice system. Long gone are the days of a daily roll call as a primary method to inform urban police officers of the most recent criminal activity. In many cases, law enforcement officers in suburban and rural jurisdictions were not as fortunate to receive daily intelligence reports on recent crimes. Today, the men and women who serve as police officers are blessed with nearly real-time data on crimes reported to the police. Those police departments on the cutting edge of technology use data-driven strategies such as hot spots, Compstat, and Intelligence-led policing to combat crime. It is almost as if the police know where crimes will happen before they actually occur.
Upon successful completion of the course material, you will be able to:
Summarize data-driven policing strategies
Resources
Textbook: Criminal Justice Policy: Origins and Effectiveness
Instructions
Review the rubric to make sure you understand the criteria for earning your grade.
Read Chapter 13 of Criminal Justice Policy: Origins and Effectiveness
Navigate to the threaded discussion and respond to the prompts:
Select one of the following Data-Driven Policing strategies used by law enforcement to identify high crime areas and those responsible for criminal acts.
Hot-spots
Compstat
Intelligence-led policing
Briefly describe the strategy.
Summarize research findings on the strategy you selected.
Identify a local police department that utilizes the strategy you picked. If you can not find a local department, find one on-line. Describe an incident where the police department was successful in operationalizing the strategy.
RESPONSE TO THE PROMPT:
Cite all sources and use proper APA formatting for all in-text citations and references.
Your response to the discussion prompt is due by the end of the fourth day of the workshop.
FOLLOW-UP POSTINGS:
Read all of the discussion postings and respond to at least two (2) of your classmates’ postings, as well as follow-up instructor questions directed to you, by the end of the workshop.
While students may agree with each other, each follow-up posting is expected to go beyond just agreeing. Each follow-up posting should add something original, substantive, and course-related to the discussion.
Your follow-up postings should engage classmates and move the discussion forward in intentionally scholarly ways. Some ways to do this include:
introducing related information from an appropriate source that is professional, reliable and valid
including a direct quote from the text along with your observations about the importance of the quote within the context of the discussion
including a paraphrase of the text/assigned reading (with an in-text citation that includes a page number)
challenging commonly-held thinking by introducing published research findings
examining a workshop concept from a scholarly perspective that is not addressed in the text
providing applicable illustrations from current events
pointing out connections/common ideas/themes discussed so far
OVERALL INVOLVEMENT:
The expectation is that students post their response to the prompt and follow-up postings on at least three (3) different days during the workshop to demonstrate full engagement.
Students are expected to cite all sources and use proper APA Style formatting for all in-text citations and references.
Students are expected to employ proper spelling, grammar, and punctuation.

Getting Started
Throughout this course, you will be engaging in a series of discussion board assignments relating to posted “Biblical Wisdom.” Typically each week there will be a posted question to which you will be required to respond. It is expected that this initial response be a minimum of one paragraph in length. You will also be required to respond to one other student. These responses should be substantive in nature.
At Indiana Wesleyan University, a key component in our mission is, “…changing the world by developing students in character….” We believe character building is rooted in Biblical wisdom, to the extent it is the cornerstone joining every course to a Christ-centered worldview. As you prepare for each workshop in this course, we ask that you begin with a devotion highlighting a relevant passage from the Bible and discovering how it might apply to your life, character, and to this course.
Upon successful completion of the course material, you will be able to:
Modify your definition for the concept of justice as it relates to the Criminal Justice System.
Background Information
Do not steal. Do not lie. Do not deceive one another.”
Leviticus 19:11
“There are six things the Lord hates, seven that are detestable to him: haughty eyes, a lying tongue, hands that shed innocent blood, a heart that devises wicked schemes, feet that are quick to rush into evil, a false witness who pours out lies and a person who stirs up conflict in the community.”
Proverbs 6:16-19
If a defendant does not immediately ask for an attorney, one popular ploy used by many police departments is for the investigating officer to enter the room where the defendant is being held with a large three ring binder stuffed with paper. The investigating officer slams the binder down on the table to get the defendant’s attention and so the defendant will see that the notebook is clearly marked “evidence.” The investigating officer will then say something along the lines of “we have you dead to rights. You might as well confess and make it easier on yourself.”
This is one of many tricks. If you have watched the television series The Closer you have seen many of them. The main character in this show is known for getting people to confess. In one particular episode, a lady hired, unknown to her of course, an undercover police officer to kill her husband. Upon the agreement being reached, she was promptly arrested for attempted murder. But, all the evidence, including the audio tape, was placed in the trunk of an unmarked police car which was stolen prior to the arrival at the police station. Without any evidence to hold her, the lady was released.
By coincidence, the lady’s husband was murdered later that day by someone else. The police arrested a suspect and brought the lady back into the station because they believed she knew who the killer was and could provide evidence. Of course, she was reluctant to talk. The main character, however, told the lady that she was no longer interested in the attempted murder case because she now had a murder case to solve and that she needed the lady’s help. The lady was sent to another room with another detective. While assisting the detective with the investigation of her husband’s murder, the lady made statements that implicated her in the attempted murder case. Once the interview was over, she was promptly arrested for attempted murder. Is justice served when those in the pursuit of it resort to trickery at a minimum or outright deceit? Or, is all fair in love and war…and criminal prosecutions?
Instructions
Review the rubric to make sure you understand the criteria for earning your grade.
Navigate to the threaded discussion and respond to the following:
Within the Biblical Wisdom discussions, you have been thinking and writing a great deal on the concept of justice. At this time, based on your continuing thoughts regarding justice, modify your most recent definition of the concept of justice. Justify your changes based on what we have discussed over the Five Workshops. Or, if you believe your definition from last Workshop does not need to be modified based on the considerations added by this assignment, provide a justification for declining to make changes (Explain why your last definition accounts for an ends justify the means mentality). Either way, please include your last definition.
Please defend your answer and be substantive in your response. It is expected that this initial posting be a minimum of one paragraph in length.
Your initial post is due by the end of the fourth day of the workshop.
Read and respond to at least one of your classmates’ postings, as well as all follow-up instructor questions directed to you, by the end of the workshop.
Your response should be a minimum of one paragraph in length.

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