4.2
Assignment: Executive Summary: Impacts of Victimization
Imagine this scenario: You have been hired by the National Center for Victims of Crime to prepare an Executive Summary on the many impacts of crime victimization. The Executive Summary will be distributed to every state’s office of victim services to inform their planning for victim’s services.
The Assessment:
Perform research the Internet to find three scholarly resources that focus on crime and victimization, specifically statistics of major crimes. Visit the National Center for Victims of Crime website listed in this module’s Learning Resources.
Subject Research: Criminal Justice & Security
Using theBasics Executive Summaries” as a guide, write a
5- to 6-page
Executive Summary in which you complete the following:
Provide an overview of crime and victimization in the United States and include current statistics of at least three major crimes (UCR Part I Crimes).
Identify and describe three direct impacts of crime on victims and their families. Discuss whether these are short or long-term impacts.
Explain which crimes have higher reporting rates and which crimes have lower reporting rates.
Identify methods for improving rates of reporting for underreported crimes.
Discuss how using statistics and improving reporting rates can lead to social change.
Module Journal: Reflection
At the end you will reflect on what you learned in the module. Write 1–2 paragraphs in which you discuss what you found most interesting, and explain. Discuss why you think crimes go unreported and what steps might be taken to increase crime reporting.
Grading Rubric Detail
Meets Expectations
Identify direct impacts of crime on victims and their families.
24 (24%) - 30 (30%)
An overview of crime and victimization in the United States is provided and includes current statistics for at least three major crimes (UCR Part I Crimes).
A description of three direct impacts of crime on victims and their families is provided and includes whether the impacts are short or long-term impacts
Evaluate crimes with high and low reporting rates.
16 (16%) - 20 (20%)
An explanation is included regarding which crimes have higher reporting rates and which crimes have lower reporting rates
Identify methods for improving reporting rates for underreported crimes.
24 (24%) - 30 (30%)
Methods are identified for improving rates of reporting for underreported crimes.
An explanation of how using statistics and improving reporting rates can lead to social change is included.
The overall Executive Summary is supported with at least three scholarly resources (textbooks, peer-reviewed journals, and government publications).
The overall paper meets the 5- to 6-page minimum, not including the title or reference pag
Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse .
ASSIGNMENTAssignment Theoretical Applications and Policy Impl.docxmckellarhastings
ASSIGNMENT
Assignment: Theoretical Applications and Policy Implications
One of the primary purposes of a criminological theory is to inform crime prevention and victim reduction strategies and policies. This is accomplished by examining the factors proposed by the theory that contribute to or cause crime and then developing strategies or policies that impact these factors.
Imagine this scenario: You are a consultant for the International Association of Chiefs of Police (IACP). You have been asked to give a short presentation at their annual conference on the use of a criminological theory to inform policy.
Note:
You may choose any criminological theory for this Assignment. However, you might consider researching routine activity theory, strain theory, the general theory of crime, social learning theory, social disorganization theory, biological theories, or psychological theories. Remember to only select one theory.
Theorists and Theories: Discover Theorists & Theories
The Assessment:
Library and the Internet to find three scholarly resources that focus on a criminological theory. Select one criminological theory to use in your presentation.
Subject Research: Criminal Justice & Security
Develop a
4- to 6-minute
video presentation to be uploaded into Kaltura, in which you include the following:
Provide an overview of the criminological theory you selected. Include the main tenets and propositions in your overview.
Describe how this theory explains the occurrence of crime.
Include biological, psychological, social, and structural variables.
Provide three crime reduction strategies or policies that are based on the theory that you selected. These may be existing strategies or policies, or ones that you create.
Analyze how each crime reduction strategy or policy is based on the theory that you selected. Identify which theoretical tenet each crime reduction strategy or policy is based on.
Summarize your presentation by explaining which types of crimes each of your strategies or policies will most likely impact and how they might contribute to social change.
PLEASE PUT IN A SCRIPT FORM AND HIGHLIGHTED AREAS
GRADING SCALE
Meets Expectations
24 (24%) - 30 (30%)
The video presentation provides an overview of the criminological theory selected. The overview includes the main tenets and propositions
24 (24%) - 30 (30%)
The video presentation describes how the selected criminological theory explains the occurrence of crime. Included in the description are the biological, psychological, social, and structural variables
24 (24%) - 30 (30%)
In the video presentation, three crime reduction strategies or policies that are based on the theory selected are identified (either existing strategies/policies or ones you created).
In the video presentation, an analysis of how each crime reduction strategy or policy is based on the theory that you selected is given.
The video presentation identifies which theoretical tenet each crime .
This document discusses gender-based violence in the U.S., focusing on domestic abuse and sexual assault. It explores the historical relationship between patriarchy and violence against women. While such attitudes remain normalized in society today, women of all backgrounds experience these forms of violence. The document then outlines two approaches to addressing this issue: responding through improving police response and supporting survivors, and preventing further assaults through education and awareness programs. It stresses the importance of continued research to evaluate effective policies and methods for holding perpetrators accountable and changing social views.
Alexander LeeDr. Martha ShermanCrim250W2282020 Will .docxADDY50
Here is a draft experimental methods proposal:
Designing the Experiment
Part 1
The research question I aim to answer is: Does priming individuals to "believe victims" affect trust in eyewitness evidence and jury verdicts in sexual assault cases?
Sample and Sampling Procedure
I will recruit a sample of approximately 1000 students from introductory psychology, sociology, and criminology courses at Pennsylvania State University. Students will be offered extra credit for participating. I will send recruitment and reminder emails with a link to the online study. Students can only participate once but can earn credit for multiple courses. This is a sample of convenience but college students are regularly used in jury decision making research.
Independent and Dependent Variables
Pushed (Back) In The Closet March 25 2010[1]rcamer
The document summarizes research findings on safety needs of LGBTTIQQ2S communities in Toronto. An online survey was conducted from June to October 2008. Key findings include: respondents felt unsafe using public transit and in parks at night; many experienced verbal harassment, threats of violence, and discrimination; impacts included increased isolation and reluctance to report incidents to police due to lack of confidence they would be taken seriously. Recommendations focus on education, reporting tools, and advocacy to address safety issues.
The FBI reports crime data in the Uniform Crime Report (UCR), including the number of arrests, crimes reported, and officers. This data is reported as a rate per 100,000 people and as a percentage change from previous years. Part I offenses in the UCR include serious crimes like murder, while Part II offenses are less serious crimes. The National Crime Victimization Survey directly surveys people about their experiences as crime victims, which can provide information about unreported crimes. Criminology is the scientific study of crime and criminal behavior. Theories like social disorganization theory and social process theories examine how social forces influence criminal behavior.
This document summarizes a research study that analyzed media coverage of three mass shooting cases to determine if there is media bias in the portrayal of homicide victims. The study used computerized content analysis to examine news articles about mass shootings in Mattapan, MA (2010), Tucson, AZ (2011), and Oak Creek, WI (2012). The hypothesis was that media coverage would be biased based on extralegal factors of victims and offenders, like race. The findings provided mixed support for this hypothesis. Specifically, the Mattapan case received only local coverage focused on the later trial, while the Tucson and Oak Creek cases received prolonged national attention, with Tucson focused more on victims and Oak Creek on the investigation.
Sexual assault cases regularly make headlines and can potentially cause serious reputational harm to law enforcement agencies and police departments for mishandling the cases or not pursuing them vigorously enough.
ASSIGNMENTAssignment Theoretical Applications and Policy Impl.docxmckellarhastings
ASSIGNMENT
Assignment: Theoretical Applications and Policy Implications
One of the primary purposes of a criminological theory is to inform crime prevention and victim reduction strategies and policies. This is accomplished by examining the factors proposed by the theory that contribute to or cause crime and then developing strategies or policies that impact these factors.
Imagine this scenario: You are a consultant for the International Association of Chiefs of Police (IACP). You have been asked to give a short presentation at their annual conference on the use of a criminological theory to inform policy.
Note:
You may choose any criminological theory for this Assignment. However, you might consider researching routine activity theory, strain theory, the general theory of crime, social learning theory, social disorganization theory, biological theories, or psychological theories. Remember to only select one theory.
Theorists and Theories: Discover Theorists & Theories
The Assessment:
Library and the Internet to find three scholarly resources that focus on a criminological theory. Select one criminological theory to use in your presentation.
Subject Research: Criminal Justice & Security
Develop a
4- to 6-minute
video presentation to be uploaded into Kaltura, in which you include the following:
Provide an overview of the criminological theory you selected. Include the main tenets and propositions in your overview.
Describe how this theory explains the occurrence of crime.
Include biological, psychological, social, and structural variables.
Provide three crime reduction strategies or policies that are based on the theory that you selected. These may be existing strategies or policies, or ones that you create.
Analyze how each crime reduction strategy or policy is based on the theory that you selected. Identify which theoretical tenet each crime reduction strategy or policy is based on.
Summarize your presentation by explaining which types of crimes each of your strategies or policies will most likely impact and how they might contribute to social change.
PLEASE PUT IN A SCRIPT FORM AND HIGHLIGHTED AREAS
GRADING SCALE
Meets Expectations
24 (24%) - 30 (30%)
The video presentation provides an overview of the criminological theory selected. The overview includes the main tenets and propositions
24 (24%) - 30 (30%)
The video presentation describes how the selected criminological theory explains the occurrence of crime. Included in the description are the biological, psychological, social, and structural variables
24 (24%) - 30 (30%)
In the video presentation, three crime reduction strategies or policies that are based on the theory selected are identified (either existing strategies/policies or ones you created).
In the video presentation, an analysis of how each crime reduction strategy or policy is based on the theory that you selected is given.
The video presentation identifies which theoretical tenet each crime .
This document discusses gender-based violence in the U.S., focusing on domestic abuse and sexual assault. It explores the historical relationship between patriarchy and violence against women. While such attitudes remain normalized in society today, women of all backgrounds experience these forms of violence. The document then outlines two approaches to addressing this issue: responding through improving police response and supporting survivors, and preventing further assaults through education and awareness programs. It stresses the importance of continued research to evaluate effective policies and methods for holding perpetrators accountable and changing social views.
Alexander LeeDr. Martha ShermanCrim250W2282020 Will .docxADDY50
Here is a draft experimental methods proposal:
Designing the Experiment
Part 1
The research question I aim to answer is: Does priming individuals to "believe victims" affect trust in eyewitness evidence and jury verdicts in sexual assault cases?
Sample and Sampling Procedure
I will recruit a sample of approximately 1000 students from introductory psychology, sociology, and criminology courses at Pennsylvania State University. Students will be offered extra credit for participating. I will send recruitment and reminder emails with a link to the online study. Students can only participate once but can earn credit for multiple courses. This is a sample of convenience but college students are regularly used in jury decision making research.
Independent and Dependent Variables
Pushed (Back) In The Closet March 25 2010[1]rcamer
The document summarizes research findings on safety needs of LGBTTIQQ2S communities in Toronto. An online survey was conducted from June to October 2008. Key findings include: respondents felt unsafe using public transit and in parks at night; many experienced verbal harassment, threats of violence, and discrimination; impacts included increased isolation and reluctance to report incidents to police due to lack of confidence they would be taken seriously. Recommendations focus on education, reporting tools, and advocacy to address safety issues.
The FBI reports crime data in the Uniform Crime Report (UCR), including the number of arrests, crimes reported, and officers. This data is reported as a rate per 100,000 people and as a percentage change from previous years. Part I offenses in the UCR include serious crimes like murder, while Part II offenses are less serious crimes. The National Crime Victimization Survey directly surveys people about their experiences as crime victims, which can provide information about unreported crimes. Criminology is the scientific study of crime and criminal behavior. Theories like social disorganization theory and social process theories examine how social forces influence criminal behavior.
This document summarizes a research study that analyzed media coverage of three mass shooting cases to determine if there is media bias in the portrayal of homicide victims. The study used computerized content analysis to examine news articles about mass shootings in Mattapan, MA (2010), Tucson, AZ (2011), and Oak Creek, WI (2012). The hypothesis was that media coverage would be biased based on extralegal factors of victims and offenders, like race. The findings provided mixed support for this hypothesis. Specifically, the Mattapan case received only local coverage focused on the later trial, while the Tucson and Oak Creek cases received prolonged national attention, with Tucson focused more on victims and Oak Creek on the investigation.
Sexual assault cases regularly make headlines and can potentially cause serious reputational harm to law enforcement agencies and police departments for mishandling the cases or not pursuing them vigorously enough.
Sexual assault cases regularly make headlines and can potentially cause serious reputational harm to law enforcement agencies and police departments for mishandling the cases or not pursuing them vigorously enough.
The picture on the left shows the latest developments in a long-term problem of sexual assault on college campuses. In June, Candice Johnson, OCR Acting Assistant Secretary for Civil Rights issued a memo that effectively stalled investigation of civil rights violations including sexual assault on campuses. A month later, Democratic Senators Kirsten Gillibrand from New York State and Claire McCaskill from Missouri urged Secretary of Education Betsy Devos to reverse this decision as unlawful because of failure to protect students under Title IX. Full text of the memo and Title IX, Sec. 1681 Sex are part of your lesson handout.
Similar problem with widespread sexual assault, and especially against minors, is a long-term problem at cruise ships. Because of the nature of cruise ships, there is no immediate response by law enforcement and the ship guards that investigate the matter are the cruise company’s employees therefore often unlikely to be of meaningful help to the victims. Jurisdiction can be federal, state or foreign, depending on the ship’s flag.
Finally, sexual violence in a workplace can be difficult to address because of the unequal relationship between parties and under-reporting. Recently, car company Tesla appeared in the news as a hostile workplace to women.
This document discusses different perspectives on how crime is defined and categorized. It also examines sources of crime data in the US, including the Uniform Crime Report compiled by the FBI and the National Crime Victimization Survey. The document analyzes factors that influence crime rates such as age, gender, race, social class, drugs and alcohol. It explores geographic crime patterns and chronic offending.
This document discusses the challenges law enforcement officers face when responding to calls involving mentally ill individuals. It notes that police frequently interact with the mentally ill, as an estimated 7% of police contacts involve the mentally ill. The document then outlines several programs and approaches that have been developed to improve police response, such as Crisis Intervention Teams (CIT), which provide officers training to recognize mental illness and de-escalate crises. It also discusses the role of deinstitutionalization in increasing mentally ill populations within the criminal justice system and various federal initiatives to advance collaborative approaches between law enforcement and mental health professionals.
The document summarizes key concepts in criminology. It discusses how crime data is collected through the Uniform Crime Report and National Crime Victimization Survey. It also defines hypotheses and theories, and summarizes several criminological theories like social disorganization theory, social process theory, and theories connecting offenders and victims. The chronic offender theory is explained as the idea that a small group is responsible for most crime. The importance of research accessibility for the criminal justice system is noted.
Advancing Suicide Prevention Research With Rural American Indian a.docxdaniahendric
Advancing Suicide Prevention Research With Rural American Indian and Alaska Native Populations
| Lisa Wexler, PhD, Michael Chandler, PhD, Joseph P. Gone, PhD, Mary Cwik, PhD, Laurence J. Kirmayer, MD, Teresa LaFromboise, PhD, Teresa Brockie, PhD, Victoria O'Keefe, MA, John Walkup, MD, and James Allen, PhD
As part of the National Action Alliance for Suicide Prevention's American Indian and Alaska Native (AI/AN) Task Force, a multidisciplinary group of AI/AN suicide research experts convened to outline pressing issues related to this subfield of suicidology. Suicide disproportionately affects Indigenous peoples, and remote Indigenous communities can offer vital and unique insights with relevance to other rural and marginalized groups. Outcomes from this meeting include identifying the central challenges impeding progress in this subfield and a description of promising research directions to yield practical results. These proposed directions expand the alliance's prioritized research agenda and offer pathways to advance the field of suicide research in Indigenous communities and beyond. (Am J Public Health. 2015;105:891-899. doi:10.2105/AJPH.2014. 302517)
Although the Surgeon General published a call to action to prevent suicide in 1999,1 national rates of suicide have shown little improvement, and from 2002 to 2010 suicide moved from the 11th to the 10th leading cause of death in the United States2,3 National suicide rates are consistently higher among White men aged 65 years and older than in younger age groups.3 However, suicide remains one of the top 5 causes of death for American adults younger than 45 years and one of the top 3 for adolescents and young adults.2 Although suicide is clearly an important public health priority for all Americans, it is an especially critical issue for American Indians and Alaska Natives (AI/ANs). North America’s Indigenous peoples have disproportionately high rates of suicide deaths, attempts, and ideation, and suicide deaths are approximately 50% higher for AI/AN people than for White people.1,3 However, AI/AN elder suicides are quite rare. Suicide is the second leading cause of death among AI/AN adolescents and young adults, and their rate of suicide is 2.5 times as high as the national average across all ethnocultural groups.2 AI/AN young men are particularly vulnerable4; the Centers for Disease Control and Prevention has reported that AI/AN youths aged 10 to 24 years have the highest suicide rates of all ethnocultural groups
in the United States, at 31.27 per 100 000 among male youths and 10.16 per 100 000 among female youths. To eliminate this health disparity, research identifying the unique factors contributing to AI/AN suicide is essential to tailor interventions to fit the particular cultural and situational contexts in which they occur.1 Driven by the pressing need to better understand and reduce AI/AN suicide, the AI/AN Task Force of the National Action Alliance for Suicide Prevention (NAASP) crea ...
Violence and Popular CultureViolence exists and has existed in a.docxdickonsondorris
Violence and Popular Culture
Violence exists and has existed in all societies. In contemporary North American society, we also see violence frequently in media--from news to films to video games. These representations have been blamed for creating a culture of fear and inspiring real violence, particularly among youth.
Media analysts argue that the question of media and violence must shift from a focus on violence in media to a focus on violence in our broader society. They argue that we need to make interconnections between class, gender, race and inequality in the debate on violence. This can be a difficult shift to make because contemporary media is rife with overt and subtle instances of violence. Violence is portrayed in the news, music videos, reality TV crime shows, films and video games.
In the wake of the tragic shooting in Newtown, Connecticut, media pundits discussed (Opens new window) whether video game consumption was producing violent people. While this is an interesting question, in this module we do not focus on whether violent images produce violent people. Nor do we examine whether media imagery has become increasingly violent. As one scholar (Opens new window)puts it,
Violence has always figured prominently in storytelling. Violent imagery has been around since hunters began scratching accounts of their exploits on the walls of caves. . . . Artifacts of Egyptian, Sumerian, Minoan, and Babylonian peoples all depict violent events, as do classical works of the ancient Greeks written 3,000 years ago. . . . The books of the Old Testament, written during the same period, are filled with accounts of genocide, war, human sacrifice, and, of course, various plagues. And as Mel Gibson so eloquently reminded moviegoers with his hugely successful film, The Passion of the Christ (2004), the biggest story of the New Testament culminates in rioting, ritual torture, and public execution. Perhaps more to the point, these grizzly stories have been repeated for centuries to children and adults alike as important works of history and religion. (Trend, The Myth of Media Violence 12-13)
This is not to deny that exposure to violent images may contribute toward violent behaviour.(Opens new window) But in a sociology course like this one, our job is to examine the role popular culture's representation of violence plays in the maintenance of cultural hegemony.
Video
Watch Mean World Syndrome (2010). (Opens new window)According to the documentary, what are some of the myths associated with media violence? What does George Gerbner say is the reason why violence pervades the media? How does popular culture use representations of violence to perpetuate racist myths? What is "mean world syndrome" anyway?
Law-and-order ideology
Law-and-order ideology has been chronically present in public, media, and political discourse, but it has assumed an even larger role in recent years. Particular media portrayals of criminal justice interact with ...
The document discusses various topics related to measuring and explaining crime including:
1. How the FBI collects and reports crime data from over 17,500 policing agencies each year.
2. The differences between Part I and Part II offenses in the Uniform Crime Report.
3. Additional data sources like the National Crime Victimization Survey which measures both reported and unreported crimes.
4. Explanations for trends in crime rates over time as well as relationships between crime and factors like race, poverty, and gender.
Original Work, NO PLAGERIESM, CITE, REFERENCE 100 words each quest.docxgerardkortney
Original Work, NO PLAGERIESM, CITE, REFERENCE 100 words each question
1. Describe the burden of non-communicable diseases on mortality and morbidity in the United States
2. Identify the roles that vaccinations can play in preventing communicable diseases
Neighborhood Watch Proposal 1
Unit 8 draft proposal: Neighborhood Watch Programs
Student Name
University
CJ 490 Research Methods in Criminal Justice
Professor
Date
Neighborhood Watch Proposal 2
Neighborhood Watch Programs
The term “home,” can have several meanings to many different people. But most
people associate this word with their place of residence or where they seek refuge. Of all places,
a person’s home should not be a place they fear falling victim to crime, but instead, as a place
where they feel safe and secure. When a person comes home after a long day of work to discover
their home has been broken into and all of their prized possessions have been stolen, it is normal
to feel angry, and violated because that’s what it is, a violation. For the most part, burglaries are
a crime of opportunity. A burglar can sit and watch someone’s house all day and know exactly
what time they go to work and return home. According to the Texas Crime Statistics and Rates
Report, in 2009 there were 240,233 burglary incidents and a total of 995,145 property crime
incidents in Texas (“Texas Crime Statistics,” n.d.). Reports from 2012 are already showing an
increase in these numbers compared to 2009 (“Texas crime statistics,” n.d.). This is alarming and
neighborhood watch could be the solution. In 1972, the National Sheriffs’ Association founded
the Neighborhood Watch Program with the intentions of helping police reduce crimes in
neighborhoods (Campbell, n.d.). While the main focuses of Neighborhood Watch programs are
to prevent crime, they may also educate and strengthen the community.
Review of Literature:
Almost 2 years ago, residents of Salisbury, New Hampshire lost their police department
when their 2-man force suddenly resigned. Since then, they have been unable to fill the empty
positions, so the state police have been providing coverage for the community. Members of the
Salisbury community are now looking to create a neighborhood watch program, not to replace
law enforcement, but to enhance the coverage already being supplied by the state (McCrystal,
Neighborhood Watch Proposal 3
2012). The idea of a neighborhood watch program in this community already exists, it’s just not
formalized. Many residents already watch for suspicious people or behavior so formalizing the
program will simply give them someone to call when suspicious behavior or activity does take
place. Members of the Salisbury community have great reason to push for the implementation of
Neighborhood Watch programs. Not only is it believed to reduce crime, but it is also thought to
bring the community tog.
Written Response Submission FormYour Name First and last.docxodiliagilby
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your e-mail hereInstructions
Write your responses where it reads “Enter your response here....” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric that will be used to evaluate your responses.
At the end of the template, you will list the references you used to support your responses.
Item 1
Examine the past 10 years of crime data in the Uniform Crime Report (UCR) and the National Crime Victimization Survey (NCVS). Identify three crime trends from the data (2–4 paragraphs).Your Response
Enter your response here.Rubric
013
Failing
1415
Needs Improvement
1620
Meets Expectations
Sub-Competency 1: Analyze crime and victimization data
Identify three trends in crime from the past 10 years of UCR and NCVS data.
Response is missing.
Response describes fewer than three trends, or the description of trends contains inaccuracies or is vague.
Response includes a clear explanation of three crime/victimization trends from the past decade identified from the UCR and/or NCVS databases.
Item 2
What are the strengths and weaknesses of each data source (the UCR and NCVS databases)? Consider their accuracy, coverage, applicability, collection methods, and any other characteristic you think is important to consider. Explain at least two strengths and two weaknesses of the databases (2–3 paragraphs).
Your Response
Enter your response here.Rubric
013
Failing
1415
Needs Improvement
1620
Meets Expectations
Sub-Competency 2: Assess strengths and weaknesses of criminological data sources.
Explain two strengths of the UCR and/or NCVS databases.
Response is missing.
Response is vague, lacking detail, or contains inaccuracies.
Response provides an explanation of at least two strengths of the databases. The explanation demonstrates thorough consideration of research design, collection techniques, dissemination strategies, and applicability within the field.
Explain two weaknesses of the UCR and/or NCVS databases.
Response is missing.
Response is vague, lacking detail, or contains inaccuracies.
Response provides an explanation of at least two weaknesses of the databases. The explanation demonstrates thorough consideration of research design, collection techniques, dissemination strategies, and applicability within the field.
Item 3
What criminological explanations for your identified crime trends can be derived from the UCR and/or NCVS databases? Describe at least two. Then provide an argument for other factors and variables (biological, social, structural, economic, etc.) that cause or influence your identified crime trends that are not present in the UCR/NCVS data. Reference theoretical and scholarly resources that support your criminological explanations (3–5 paragraphs).
Your Response
Enter your response here.Rubric
013
Failing
1415
Needs Improvement
1620
Meets Expectations
Sub-Competency 3: Assess correlative and causative relation ...
4.1AssignmentDiscussion Public MisconceptionsOne misc.docxpriestmanmable
The document discusses public misconceptions about sexual assault and provides facts to counter common myths. It notes that one misconception is that a woman's clothing implies consent, but sexual assault is actually about power and control, not lust or passion. The document then lists numerous other common myths about sexual assault and provides factual information to dispel each myth. For example, it notes that only 2-8% of reported rapes are false, sexual assault can occur between intimate partners or acquaintances, and victim responses vary as trauma affects people differently. The purpose is to clarify misunderstandings that can negatively impact survivors and the response of others.
A research report on root causes, risk factors and preventive strategies. Research by Midrift Hurinet and the Danish Institute Against Torture (DIGNITY).
The concept of the guilty should be eliminated from the.docxbkbk37
The document discusses eliminating the concept of "guilty mind" from criminal law and replacing it with a strict liability standard. This would mean people could be found guilty of serious crimes even if they did not intend to commit them or were not aware their acts were criminal. Currently, defenses like insanity or battered person allow people to avoid charges even if they committed criminal acts. The reaction paper assignment asks students to write a 3 page paper responding to this topic, stating and supporting their position, discussing opposing views, and addressing implications.
Psy 303 Effective Communication / snaptutorial.comHarrisGeorg37
This document discusses various assignments for a psychology course on crime. It includes assignments on measuring crime, analyzing theories of crime causation, examining the influence of peer pressure and media on crime, and exploring society's responses to crime. Students are asked to research crime statistics, apply psychological theories to explain specific crimes, analyze media portrayals of crime, and evaluate different concepts of justice in relation to lowering recidivism rates.
Hall_Elizabeth_Unit_Four_Globalization_of_Serial_MurderElizabeth Hall
The document discusses serial murder as a global problem, not just an issue in the United States. It summarizes techniques used by law enforcement in the US and other countries to investigate serial murder cases. These include forming task forces, designating a lead investigative agency, augmenting resources, and ensuring effective communication and data management between participating agencies. The document also examines serial murder cases in Russia and South America, comparing the investigative approaches to those recommended by the FBI.
The document discusses planning for material and resource requirements in operations management. It describes the relationships between forecasting, aggregate planning, master scheduling, MRP, and capacity planning. A case study is provided on how a toy company develops its aggregate production plan and master production schedule to meet demand forecasts while maintaining consistent production levels and workforce. The master schedule is adjusted as actual customer orders are received to ensure demand can be met from current inventory and production levels.
a 12 page paper on how individuals of color would be a more dominant.docxpriestmanmable
a 12 page paper on how individuals of color would be a more dominant number if they had more resources and discrimination of color was ceased. Must include those who discriminate against skin color and must include facts from sources that help individuals gain insight on the possibility of colored individuals thriving in society if same resourcesAnd equal opportunity was provided.
.
92 Academic Journal Article Critique Help with Journal Ar.docxpriestmanmable
92 Academic Journal Article Critique
Help with Journal Article Critique Assignment
Ensure the structure of the assignment will include the following:
Title Page
Introduction
Description of the Problem or Issue
Analysis
Discussion
Critique
Conclusion
References
.
A ) Society perspective90 year old female, Mrs. Ruth, from h.docxpriestmanmable
A ) Society perspective
90 year old female, Mrs. Ruth, from home with her daughter, is admitted to hospital after sustaining a hip fracture. She has a history of chronic obstructive pulmonary disease on home oxygen and moderate to severe aortic stenosis. (Obstruction of blood flow through part of the heart) She undergoes urgent hemiarthroplasty (hip surgery) with an uneventful operative course.
The patient and her family are of Jewish background. The patient’s daughter is her primary caregiver and has financial power-of-attorney, but it is not known whether she has formal power of attorney for personal care. Concerns have been raised to the ICU team about the possibility of elder abuse in the home by the patient’s daughter.
Unfortunately, on postoperative day 4, the patient develops delirium with respiratory failure secondary to hospital acquired pneumonia and pulmonary edema. (Fluid in the lungs) Her goals of care were not assessed pre-operatively. She is admitted to the ICU for non-invasive positive pressure ventilation for 48 hours, and then deteriorates and is intubated. After 48 hours of ventilation, it was determined that due to the severity of her underlying cardio-pulmonary status (COPD and aortic stenosis), ventilator weaning would be difficult and further ventilation would be futile.
The patient’s daughter is insistent on continuing all forms of life support, including mechanical ventilation and even extracorporeal membranous oxygenation (does the work of the lungs) if indicated. However, the Mrs Ruth’s delirium clears within the next 24 hours of intubation, and she is now competent, although still mechanically ventilated. She communicated to the ICU team that she preferred 1-way extubation (removal of the ventilator) and comfort care. This was communicated in writing to the ICU team, and was consistent over time with other care providers. The patient went as far to demand the extubation over the next hour, which was felt to be reasonable by the ICU team.
The patient’s daughter was informed of this decision, and stated that she could not come to the hospital for 2 hours, and in the meantime, that the patient must remain intubated.
At this point, the ICU team concurred with the patient’s wishes, and extubated her before her daughter was able to come to the hospital.
The daughter was angry at the team’s decision, and requested that the patient be re-intubated if she deteriorated. When the daughter arrived at the hospital, the patient and daughter were able to converse, and the patient then agreed to re-intubation if she deteriorated.
(1) What are the ethical issues emerging in this case? State why? (
KRISTINA)
(2) What decision model(s) would be ideal for application in this case? State your justification.
(Lacey Powell
)
(3) Who should make decisions in this situation? Should the ICU team have extubated the patient?
State if additional information was necessary for you to arrive at a better decision(s) in your case.
9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017)..docxpriestmanmable
9 dissuasion question
Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson.
Chapter 12, “Sexual Assault” (pp. 348–375)
Chapter 13, “Sexual Abuse of Children and Youth” (pp. 376–402)
To prepare for this Discussion:
Review the Learning Resources.
Think about the following two statements:
Rape is seen as a pseudosexual act.
Rape is always and foremost an aggressive act.
Consider the two statements above regarding motivation of sexual assault. Is rape classified as a pseudosexual act to you, or is it more or less than that? Explain your stance. Do you see rape as an aggressive act by nature, or can it be considered otherwise in certain situations? Explain your reasoning for this.
Excellent - above expectations
Main Discussion Posting Content
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 16.77 (41.93%)
Discussion posting demonstrates
poor or no
understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Reply Post & Peer Interaction
Points Range:
7.2 (18%) - 8 (20%)
Student interacts
frequently
with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
6.4 (16%) - 7.16 (17.9%)
Student interacts
moderately
with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
5.6 (14%) - 6.36 (15.9%)
Student interacts
minimally
with peers .
9 AssignmentAssignment Typologies of Sexual AssaultsT.docxpriestmanmable
9 Assignment
Assignment: Typologies of Sexual Assaults
There are many different types of sexual assaults and many different types of offenders. Although they are different, they can be classified in order to create a common language between the criminal justice field and the mental health field. This in turn will enable more accurate research, predict future offenses, and assist in the prosecution and rehabilitation of the offenders.
In this Assignment, you compare different typologies of sexual offenders to determine the differences in motivation, expression of aggression, and underlining personality structure. You also determine the best way to interview each typology of sexual offenders.
To prepare for this Assignment:
Review the Learning Resources.
Select two typologies of sexual offenders listed in the resources.
By Day 7
In a 3- to 5- page paper:
Compare the two typologies of sexual offenders you selected by explaining the following:
The motivational differences between the two typologies
The expression of aggression in the two typologies
The differences in the underlining personality structure of the two typologies
Excellent - above expectations
Points Range:
47.25 (63%) - 52.5 (70%)
Paper demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
Points Range:
42 (56%) - 47.2 (62.93%)
Paper demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
Points Range:
36.75 (49%) - 41.95 (55.93%)
Paper demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be
lacking
in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 36.7 (48.93%)
Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Writing
Points Range:
20.25 (27%) - 22.5 (30%)
Paper is
well
organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is
fully
consistent with graduate level writing style. Paper contains
multiple
, appropriate and exemplary sources expected/required for the assignment.
.
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As part of the National Action Alliance for Suicide Prevention's American Indian and Alaska Native (AI/AN) Task Force, a multidisciplinary group of AI/AN suicide research experts convened to outline pressing issues related to this subfield of suicidology. Suicide disproportionately affects Indigenous peoples, and remote Indigenous communities can offer vital and unique insights with relevance to other rural and marginalized groups. Outcomes from this meeting include identifying the central challenges impeding progress in this subfield and a description of promising research directions to yield practical results. These proposed directions expand the alliance's prioritized research agenda and offer pathways to advance the field of suicide research in Indigenous communities and beyond. (Am J Public Health. 2015;105:891-899. doi:10.2105/AJPH.2014. 302517)
Although the Surgeon General published a call to action to prevent suicide in 1999,1 national rates of suicide have shown little improvement, and from 2002 to 2010 suicide moved from the 11th to the 10th leading cause of death in the United States2,3 National suicide rates are consistently higher among White men aged 65 years and older than in younger age groups.3 However, suicide remains one of the top 5 causes of death for American adults younger than 45 years and one of the top 3 for adolescents and young adults.2 Although suicide is clearly an important public health priority for all Americans, it is an especially critical issue for American Indians and Alaska Natives (AI/ANs). North America’s Indigenous peoples have disproportionately high rates of suicide deaths, attempts, and ideation, and suicide deaths are approximately 50% higher for AI/AN people than for White people.1,3 However, AI/AN elder suicides are quite rare. Suicide is the second leading cause of death among AI/AN adolescents and young adults, and their rate of suicide is 2.5 times as high as the national average across all ethnocultural groups.2 AI/AN young men are particularly vulnerable4; the Centers for Disease Control and Prevention has reported that AI/AN youths aged 10 to 24 years have the highest suicide rates of all ethnocultural groups
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Media analysts argue that the question of media and violence must shift from a focus on violence in media to a focus on violence in our broader society. They argue that we need to make interconnections between class, gender, race and inequality in the debate on violence. This can be a difficult shift to make because contemporary media is rife with overt and subtle instances of violence. Violence is portrayed in the news, music videos, reality TV crime shows, films and video games.
In the wake of the tragic shooting in Newtown, Connecticut, media pundits discussed (Opens new window) whether video game consumption was producing violent people. While this is an interesting question, in this module we do not focus on whether violent images produce violent people. Nor do we examine whether media imagery has become increasingly violent. As one scholar (Opens new window)puts it,
Violence has always figured prominently in storytelling. Violent imagery has been around since hunters began scratching accounts of their exploits on the walls of caves. . . . Artifacts of Egyptian, Sumerian, Minoan, and Babylonian peoples all depict violent events, as do classical works of the ancient Greeks written 3,000 years ago. . . . The books of the Old Testament, written during the same period, are filled with accounts of genocide, war, human sacrifice, and, of course, various plagues. And as Mel Gibson so eloquently reminded moviegoers with his hugely successful film, The Passion of the Christ (2004), the biggest story of the New Testament culminates in rioting, ritual torture, and public execution. Perhaps more to the point, these grizzly stories have been repeated for centuries to children and adults alike as important works of history and religion. (Trend, The Myth of Media Violence 12-13)
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Video
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2. The differences between Part I and Part II offenses in the Uniform Crime Report.
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2. Identify the roles that vaccinations can play in preventing communicable diseases
Neighborhood Watch Proposal 1
Unit 8 draft proposal: Neighborhood Watch Programs
Student Name
University
CJ 490 Research Methods in Criminal Justice
Professor
Date
Neighborhood Watch Proposal 2
Neighborhood Watch Programs
The term “home,” can have several meanings to many different people. But most
people associate this word with their place of residence or where they seek refuge. Of all places,
a person’s home should not be a place they fear falling victim to crime, but instead, as a place
where they feel safe and secure. When a person comes home after a long day of work to discover
their home has been broken into and all of their prized possessions have been stolen, it is normal
to feel angry, and violated because that’s what it is, a violation. For the most part, burglaries are
a crime of opportunity. A burglar can sit and watch someone’s house all day and know exactly
what time they go to work and return home. According to the Texas Crime Statistics and Rates
Report, in 2009 there were 240,233 burglary incidents and a total of 995,145 property crime
incidents in Texas (“Texas Crime Statistics,” n.d.). Reports from 2012 are already showing an
increase in these numbers compared to 2009 (“Texas crime statistics,” n.d.). This is alarming and
neighborhood watch could be the solution. In 1972, the National Sheriffs’ Association founded
the Neighborhood Watch Program with the intentions of helping police reduce crimes in
neighborhoods (Campbell, n.d.). While the main focuses of Neighborhood Watch programs are
to prevent crime, they may also educate and strengthen the community.
Review of Literature:
Almost 2 years ago, residents of Salisbury, New Hampshire lost their police department
when their 2-man force suddenly resigned. Since then, they have been unable to fill the empty
positions, so the state police have been providing coverage for the community. Members of the
Salisbury community are now looking to create a neighborhood watch program, not to replace
law enforcement, but to enhance the coverage already being supplied by the state (McCrystal,
Neighborhood Watch Proposal 3
2012). The idea of a neighborhood watch program in this community already exists, it’s just not
formalized. Many residents already watch for suspicious people or behavior so formalizing the
program will simply give them someone to call when suspicious behavior or activity does take
place. Members of the Salisbury community have great reason to push for the implementation of
Neighborhood Watch programs. Not only is it believed to reduce crime, but it is also thought to
bring the community tog.
Written Response Submission FormYour Name First and last.docxodiliagilby
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your e-mail hereInstructions
Write your responses where it reads “Enter your response here....” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric that will be used to evaluate your responses.
At the end of the template, you will list the references you used to support your responses.
Item 1
Examine the past 10 years of crime data in the Uniform Crime Report (UCR) and the National Crime Victimization Survey (NCVS). Identify three crime trends from the data (2–4 paragraphs).Your Response
Enter your response here.Rubric
013
Failing
1415
Needs Improvement
1620
Meets Expectations
Sub-Competency 1: Analyze crime and victimization data
Identify three trends in crime from the past 10 years of UCR and NCVS data.
Response is missing.
Response describes fewer than three trends, or the description of trends contains inaccuracies or is vague.
Response includes a clear explanation of three crime/victimization trends from the past decade identified from the UCR and/or NCVS databases.
Item 2
What are the strengths and weaknesses of each data source (the UCR and NCVS databases)? Consider their accuracy, coverage, applicability, collection methods, and any other characteristic you think is important to consider. Explain at least two strengths and two weaknesses of the databases (2–3 paragraphs).
Your Response
Enter your response here.Rubric
013
Failing
1415
Needs Improvement
1620
Meets Expectations
Sub-Competency 2: Assess strengths and weaknesses of criminological data sources.
Explain two strengths of the UCR and/or NCVS databases.
Response is missing.
Response is vague, lacking detail, or contains inaccuracies.
Response provides an explanation of at least two strengths of the databases. The explanation demonstrates thorough consideration of research design, collection techniques, dissemination strategies, and applicability within the field.
Explain two weaknesses of the UCR and/or NCVS databases.
Response is missing.
Response is vague, lacking detail, or contains inaccuracies.
Response provides an explanation of at least two weaknesses of the databases. The explanation demonstrates thorough consideration of research design, collection techniques, dissemination strategies, and applicability within the field.
Item 3
What criminological explanations for your identified crime trends can be derived from the UCR and/or NCVS databases? Describe at least two. Then provide an argument for other factors and variables (biological, social, structural, economic, etc.) that cause or influence your identified crime trends that are not present in the UCR/NCVS data. Reference theoretical and scholarly resources that support your criminological explanations (3–5 paragraphs).
Your Response
Enter your response here.Rubric
013
Failing
1415
Needs Improvement
1620
Meets Expectations
Sub-Competency 3: Assess correlative and causative relation ...
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.
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Title Page
Introduction
Description of the Problem or Issue
Analysis
Discussion
Critique
Conclusion
References
.
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A ) Society perspective
90 year old female, Mrs. Ruth, from home with her daughter, is admitted to hospital after sustaining a hip fracture. She has a history of chronic obstructive pulmonary disease on home oxygen and moderate to severe aortic stenosis. (Obstruction of blood flow through part of the heart) She undergoes urgent hemiarthroplasty (hip surgery) with an uneventful operative course.
The patient and her family are of Jewish background. The patient’s daughter is her primary caregiver and has financial power-of-attorney, but it is not known whether she has formal power of attorney for personal care. Concerns have been raised to the ICU team about the possibility of elder abuse in the home by the patient’s daughter.
Unfortunately, on postoperative day 4, the patient develops delirium with respiratory failure secondary to hospital acquired pneumonia and pulmonary edema. (Fluid in the lungs) Her goals of care were not assessed pre-operatively. She is admitted to the ICU for non-invasive positive pressure ventilation for 48 hours, and then deteriorates and is intubated. After 48 hours of ventilation, it was determined that due to the severity of her underlying cardio-pulmonary status (COPD and aortic stenosis), ventilator weaning would be difficult and further ventilation would be futile.
The patient’s daughter is insistent on continuing all forms of life support, including mechanical ventilation and even extracorporeal membranous oxygenation (does the work of the lungs) if indicated. However, the Mrs Ruth’s delirium clears within the next 24 hours of intubation, and she is now competent, although still mechanically ventilated. She communicated to the ICU team that she preferred 1-way extubation (removal of the ventilator) and comfort care. This was communicated in writing to the ICU team, and was consistent over time with other care providers. The patient went as far to demand the extubation over the next hour, which was felt to be reasonable by the ICU team.
The patient’s daughter was informed of this decision, and stated that she could not come to the hospital for 2 hours, and in the meantime, that the patient must remain intubated.
At this point, the ICU team concurred with the patient’s wishes, and extubated her before her daughter was able to come to the hospital.
The daughter was angry at the team’s decision, and requested that the patient be re-intubated if she deteriorated. When the daughter arrived at the hospital, the patient and daughter were able to converse, and the patient then agreed to re-intubation if she deteriorated.
(1) What are the ethical issues emerging in this case? State why? (
KRISTINA)
(2) What decision model(s) would be ideal for application in this case? State your justification.
(Lacey Powell
)
(3) Who should make decisions in this situation? Should the ICU team have extubated the patient?
State if additional information was necessary for you to arrive at a better decision(s) in your case.
9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017)..docxpriestmanmable
9 dissuasion question
Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson.
Chapter 12, “Sexual Assault” (pp. 348–375)
Chapter 13, “Sexual Abuse of Children and Youth” (pp. 376–402)
To prepare for this Discussion:
Review the Learning Resources.
Think about the following two statements:
Rape is seen as a pseudosexual act.
Rape is always and foremost an aggressive act.
Consider the two statements above regarding motivation of sexual assault. Is rape classified as a pseudosexual act to you, or is it more or less than that? Explain your stance. Do you see rape as an aggressive act by nature, or can it be considered otherwise in certain situations? Explain your reasoning for this.
Excellent - above expectations
Main Discussion Posting Content
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 16.77 (41.93%)
Discussion posting demonstrates
poor or no
understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Reply Post & Peer Interaction
Points Range:
7.2 (18%) - 8 (20%)
Student interacts
frequently
with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
6.4 (16%) - 7.16 (17.9%)
Student interacts
moderately
with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
5.6 (14%) - 6.36 (15.9%)
Student interacts
minimally
with peers .
9 AssignmentAssignment Typologies of Sexual AssaultsT.docxpriestmanmable
9 Assignment
Assignment: Typologies of Sexual Assaults
There are many different types of sexual assaults and many different types of offenders. Although they are different, they can be classified in order to create a common language between the criminal justice field and the mental health field. This in turn will enable more accurate research, predict future offenses, and assist in the prosecution and rehabilitation of the offenders.
In this Assignment, you compare different typologies of sexual offenders to determine the differences in motivation, expression of aggression, and underlining personality structure. You also determine the best way to interview each typology of sexual offenders.
To prepare for this Assignment:
Review the Learning Resources.
Select two typologies of sexual offenders listed in the resources.
By Day 7
In a 3- to 5- page paper:
Compare the two typologies of sexual offenders you selected by explaining the following:
The motivational differences between the two typologies
The expression of aggression in the two typologies
The differences in the underlining personality structure of the two typologies
Excellent - above expectations
Points Range:
47.25 (63%) - 52.5 (70%)
Paper demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
Points Range:
42 (56%) - 47.2 (62.93%)
Paper demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
Points Range:
36.75 (49%) - 41.95 (55.93%)
Paper demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be
lacking
in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 36.7 (48.93%)
Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Writing
Points Range:
20.25 (27%) - 22.5 (30%)
Paper is
well
organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is
fully
consistent with graduate level writing style. Paper contains
multiple
, appropriate and exemplary sources expected/required for the assignment.
.
The document discusses a new guidance published by Public Health England to enhance the public health role of nurses and midwives. It aims to make every contact with patients by nurses and midwives count towards health promotion and disease prevention. The guidance prioritizes areas like reducing preventable deaths, tackling long-term conditions, and improving children's health. It also emphasizes place-based public health approaches. The document outlines specific actions nurses and midwives can take to contribute to public health at the individual, community and population levels, such as providing health advice to patients and engaging with communities.
9 Augustine Confessions (selections) Augustine of Hi.docxpriestmanmable
9 Augustine
Confessions
(selections)
Augustine of Hippo wrote his Confessions between 397 -400 CE. In it he gives an
autobiographical account of his whole life up through his conversion to Christianity.
In Book 2, excerpted here, he thinks over the passions and temptations of his youth,
especially during a period where he had to come home from where he was studying
and return to living with his parents. His mother Monica was already Christian and
his father was considering it. They want him to be academically successful and
become a great orator.
From Augustine, Confessions. Translated by Caroline J-B Hammond. Loeb Classical
Library Harvard University Press 2014
(Links to an external site.)
.
1. (1) I wish to put on record the disgusting deeds in which I engaged, and
the corrupting effect of sensual experience on my soul, not because I love
them, but so that I may love you, my God. I do this because of my love for
your love, to the end that—as I recall my wicked, wicked ways in the
bitterness of recollection—you may grow even sweeter to me. For you are
a sweetness which does not deceive, a sweetness which brings happiness
and peace, pulling me back together from the disintegration in which I was
being shattered and torn apart, when I turned away from you who are unity
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
and dispersed into the multiplicity that is oblivion. For there was a time
during my adolescence when I burned to have my fill of hell. I ran wild and
reckless in all manner of shady liaisons, and my outward appearance
deteriorated, and I degenerated before your eyes as I went on pleasing
myself and desiring to appear pleasing in human sight.
2. (2) What was it that used to delight me, if not loving and being loved? But
there was no boundary maintained between one mind and another, and
reaching only as far as the clear confines of friendship. Instead the slime
of fleshly desire and the spurts of adolescence belched out their fumes,
and these clouded and obscured my heart, so that it was impossible to
distinguish the purity of love from the darkness of lust. Both of them
together seethed in me, dragging my immaturity over the heights of bodily
desire, and plunging me down into a whirlpool of sin. Your anger grew
strong against me, but I was unaware of it. I had been deafened by the
loud grinding of the chain of my mortality, the punishment for the pride of
my soul, and I went even further away from yo.
8.3 Intercultural Communication
Learning Objectives
1. Define intercultural communication.
2. List and summarize the six dialectics of intercultural communication.
3. Discuss how intercultural communication affects interpersonal relationships.
It is through intercultural communication that we come to create, understand, and transform culture and identity. Intercultural communication is communication between people with differing cultural identities. One reason we should study intercultural communication is to foster greater self-awareness (Martin & Nakayama, 2010). Our thought process regarding culture is often “other focused,” meaning that the culture of the other person or group is what stands out in our perception. However, the old adage “know thyself” is appropriate, as we become more aware of our own culture by better understanding other cultures and perspectives. Intercultural communication can allow us to step outside of our comfortable, usual frame of reference and see our culture through a different lens. Additionally, as we become more self-aware, we may also become more ethical communicators as we challenge our ethnocentrism, or our tendency to view our own culture as superior to other cultures.
As was noted earlier, difference matters, and studying intercultural communication can help us better negotiate our changing world. Changing economies and technologies intersect with culture in meaningful ways (Martin & Nakayama). As was noted earlier, technology has created for some a global village where vast distances are now much shorter due to new technology that make travel and communication more accessible and convenient (McLuhan, 1967). However, as the following “Getting Plugged In” box indicates, there is also a digital divide, which refers to the unequal access to technology and related skills that exists in much of the world. People in most fields will be more successful if they are prepared to work in a globalized world. Obviously, the global market sets up the need to have intercultural competence for employees who travel between locations of a multinational corporation. Perhaps less obvious may be the need for teachers to work with students who do not speak English as their first language and for police officers, lawyers, managers, and medical personnel to be able to work with people who have various cultural identities.
“Getting Plugged In”
The Digital Divide
Many people who are now college age struggle to imagine a time without cell phones and the Internet. As “digital natives” it is probably also surprising to realize the number of people who do not have access to certain technologies. The digital divide was a term that initially referred to gaps in access to computers. The term expanded to include access to the Internet since it exploded onto the technology scene and is now connected to virtually all computing (van Deursen & van Dijk, 2010). Approximately two billion people around the world now access the Internet regularl.
8413 906 AMLife in a Toxic Country - NYTimes.comPage 1 .docxpriestmanmable
8/4/13 9:06 AMLife in a Toxic Country - NYTimes.com
Page 1 of 4http://www.nytimes.com/2013/08/04/sunday-review/life-in-a-toxic-country.html?ref=world&pagewanted=all&pagewanted=print
August 3, 2013
Life in a Toxic Country
By EDWARD WONG
BEIJING — I RECENTLY found myself hauling a bag filled with 12 boxes of milk powder and a
cardboard container with two sets of air filters through San Francisco International Airport. I was
heading to my home in Beijing at the end of a work trip, bringing back what have become two of
the most sought-after items among parents here, and which were desperately needed in my own
household.
China is the world’s second largest economy, but the enormous costs of its growth are becoming
apparent. Residents of its boom cities and a growing number of rural regions question the safety of
the air they breathe, the water they drink and the food they eat. It is as if they were living in the
Chinese equivalent of the Chernobyl or Fukushima nuclear disaster areas.
Before this assignment, I spent three and a half years reporting in Iraq, where foreign
correspondents talked endlessly of the variety of ways in which one could die — car bombs,
firefights, being abducted and then beheaded. I survived those threats, only now to find myself
wondering: Is China doing irreparable harm to me and my family?
The environmental hazards here are legion, and the consequences might not manifest themselves
for years or even decades. The risks are magnified for young children. Expatriate workers
confronted with the decision of whether to live in Beijing weigh these factors, perhaps more than at
any time in recent decades. But for now, a correspondent’s job in China is still rewarding, and so I
am toughing it out a while longer. So is my wife, Tini, who has worked for more than a dozen years
as a journalist in Asia and has studied Chinese. That means we are subjecting our 9-month-old
daughter to the same risks that are striking fear into residents of cities across northern China, and
grappling with the guilt of doing so.
Like them, we take precautions. Here in Beijing, high-tech air purifiers are as coveted as luxury
sedans. Soon after I was posted to Beijing, in 2008, I set up a couple of European-made air
purifiers used by previous correspondents. In early April, I took out one of the filters for the first
time to check it: the layer of dust was as thick as moss on a forest floor. It nauseated me. I ordered
two new sets of filters to be picked up in San Francisco; those products are much cheaper in the
United States. My colleague Amy told me that during the Lunar New Year in February, a family
http://topics.nytimes.com/top/reference/timestopics/people/w/edward_wong/index.html
http://topics.nytimes.com/top/news/international/countriesandterritories/china/index.html?inline=nyt-geo
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8. A 2 x 2 Experimental Design - Quality and Economy (x1 and x2.docxpriestmanmable
8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables)
Dr. Boonghee Yoo
[email protected]
RMI Distinguished Professor in Business and
Professor of Marketing & International Business
Make changes on the names, labels, and measure on the variable view.
Check the measure.
Have the same keys between “Name” and “Label.”
Run factor analysis for ys (dependent variables).
Select “Principal axis factoring” from “Extraction.”
The two-factor solution seems the best as (1) they are over one eigenvalue each and (2) the variance explained for is over 60%.
The new eigenvalues after the rotation.
The rotated factor matrix is clear.
But note that y3 and y1 are collapsed into one factor.
If not you should rerun factor analysis after removing the most problematic item one at a time.
Repeat this procedure until the rotated factor pattern has
(1) no cross-loading,
(2) no weak factor loading (< 0.5), and
(3) an adequate number of items (not more than 5 items per factor).
If a clear factor pattern is obtained, name the factors.
Attitude and purchase intention (y3 and y1)
Boycotting intention (y2)
Compute the reliability of the items of each factor
Make sure all responses were used.
Cronbach’s a (= Reliability a) must be greater than 0.70. Then, you can create the composite variable out of the member items.
Means and STDs must be similar among the items.
No a here should be greater than Cronbach’s a. If not, you should delete such item(s) to increase a.
Create the composite variable for each factor.
BI = mean (y2_1,y2_2,y2_3)
“PI” will be added to the data.
Go to the Variable View and change its “Name” and “Label.”
8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables)
Dr. Boonghee Yoo
[email protected]
RMI Distinguished Professor in Business and
Professor of Marketing & International Business
BLOCK 1. Title and introductory paragraph.
Title and introductory paragraph
Plus, background questions
BLOCK 2 to 5. Show one of four treatments randomly.
x1(hi), x2 (hi)
x1 (hi), x2 (low)
x1 (low), x2 (hi)
x1 (low), x2 (low)
BLOCK 6. Questions.
Manipulation check questions (multi-item scales)
y1, y2, and y3 (multi-item scales)
Socio-demographic questions
Write “Thank you for participation.”
The questionnaire (6 blocks)
A 2x2 between-sample design: SQ (Service quality and ECON (Contribution to local economy)
Each of the four BLOCKs consist of:
The instruction: e.g., “Please read the following description of company ABC carefully.”
The scenario: An image file or written statement
(No questions inside the scenario blocks)
Qualtrics Survey Flow (6 blocks)
Manipulation check questions y1, y2, …, yn
Questions to verify that subjects were manipulated as intended. For example, if the stimulus is dollar-amount price, the manipulation check.
800 Words 42-year-old man presents to ED with 2-day history .docxpriestmanmable
800 Words
42-year-old man presents to ED with 2-day history of dysuria, low back pain, inability to fully empty his bladder, severe perineal pain along with fevers and chills. He says the pain is worse when he stands up and is somewhat relieved when he lies down. Vital signs T 104.0 F, pulse 138, respirations 24. PaO2 96% on room air. Digital rectal exam (DRE) reveals the prostate to be enlarged, extremely tender, swollen, and warm to touch.
In your Case Study Analysis related to the scenario provided, explain the following:
The factors that affect fertility (STDs).
Why inflammatory markers rise in STD/PID.
Why prostatitis and infection happen. Also explain the causes of systemic reaction.
Why a patient would need a splenectomy after a diagnosis of ITP.
Anemia and the different kinds of anemia (i.e., micro, and macrocytic).
.
8.1 What Is Corporate StrategyLO 8-1Define corporate strategy.docxpriestmanmable
8.1 What Is Corporate Strategy?
LO 8-1
Define corporate strategy and describe the three dimensions along which it is assessed.
Strategy formulation centers around the key questions of where and how to compete. Business strategy concerns the question of how to compete in a single product market. As discussed in Chapter 6, the two generic business strategies that firms can follow to pursue their quest for competitive advantage are to increase differentiation (while containing cost) or lower costs (while maintaining differentiation). If trade-offs can be reconciled, some firms might be able to pursue a blue ocean strategy by increasing differentiation and lowering costs. As firms grow, they are frequently expanding their business activities through seeking new markets both by offering new products and services and by competing in different geographies. Strategic leaders must formulate a corporate strategy to guide continued growth. To gain and sustain competitive advantage, therefore, any corporate strategy must align with and strengthen a firm’s business strategy, whether it is a differentiation, cost-leadership, or blue ocean strategy.
Corporate strategy comprises the decisions that leaders make and the goal-directed actions they take in the quest for competitive advantage in several industries and markets simultaneously.3 It provides answers to the key question of where to compete. Corporate strategy determines the boundaries of the firm along three dimensions: vertical integration along the industry value chain, diversification of products and services, and geographic scope (regional, national, or global markets). Strategic leaders must determine corporate strategy along the three dimensions:
1. Vertical integration: In what stages of the industry value chain should the company participate? The industry value chain describes the transformation of raw materials into finished goods and services along distinct vertical stages.
2. Diversification: What range of products and services should the company offer?
3. Geographic scope: Where should the company compete geographically in terms of regional, national, or international markets?
In most cases, underlying these three questions is an implicit desire for growth. The need for growth is sometimes taken so much for granted that not every manager understands all the reasons behind it. A clear understanding will help strategic leaders to pursue growth for the right reasons and make better decisions for the firm and its stakeholders.
WHY FIRMS NEED TO GROW
LO 8-2
Explain why firms need to grow, and evaluate different growth motives.
Several reasons explain why firms need to grow. These can be summarized as follows:
1. Increase profits.
2. Lower costs.
3. Increase market power.
4. Reduce risk.
5. Motivate management.
Let’s look at each reason in turn.
INCREASE PROFITS
Profitable growth allows businesses to provide a higher return for their shareholders, or owners, if privately held. For publicly trade.
8.0 RESEARCH METHODS These guidelines address postgr.docxpriestmanmable
8.0 RESEARCH METHODS
These guidelines address postgraduate students who have completed course
requirements and assumed to have sufficient background experience of high-level
engagement activities like recognizing, relating, applying, generating, reflecting and
theorizing issues. It is an ultimate period in our academic life when we feel confident
at embarking on independent research.
It cannot be overemphasized that we must enjoy the experience of research process
and not look at it as an academic chore.
To enable such a desired behaviour, these guidelines consider the research process
in terms of the skills and knowledge needed to develop independent and critical
styles of thinking in order to evaluate and use research as well as to conduct fresh
research.
The guidelines should be viewed as briefs which the Research Supervisors are expected
to exemplify based on their own experience as well as expertise.
8.1 Chapter 1 - Introduction
INTRODUCE the subject or problem to be studied. This might require the
identification of key managerial concerns, theories, laws and governmental rulings,
critical incidents or social changes, and current environmental issues, that make the
subject critical, relevant and worthy of managerial or research attention.
• To inform the Reader (stylistically - forthright, direct, and brief / concise),
• The first sentence should begin with `This Study was intended
to’….’ And immediately tell the Reader the nature of the study for the
reader's interest and desire to read on.
8.1.1 The Research Problem
What is the statement of the problem? The statement of the problem or problem
statement should follow logically from what has been set forth in the background of
the problem by defining the specific research need providing impetus for the
study, a need not met through previous research. Present a clear and precise
statement of the central question of research, formulated to address the need.
8.1.2 The Purpose of the Study
What is the purpose of the study? What are the RESEARCH QUESTION (S) of
the study? What are the specific objective (s) of the study? Define the specific
research objective (s) that would answer the research Question (s) of the study.
8.1.3 The Rationale of the Study:
1. Why in a general sense?
2. One or two brief references to previous research or theories critical in structuring
this study to support and understand the rationale.
3. The importance of the study for the reader to know, to fully appreciate the need
for the study - and its significance.
4. Own professional experience that stimulated the study or aroused interest in the
area of research.
5. The Need for the Study - will deal with valid questions or professional concerns
to provide data leading to an answer - reference to literature helpful and
appropriate.
8.1.4 The Significance of the Study:
1. Clearly .
95People of AppalachianHeritageChapter 5KATHLEEN.docxpriestmanmable
95
People of Appalachian
Heritage
Chapter 5
KATHLEEN W. HUTTLINGER and LARRY D. PURNELL
Overview, Inhabited Localities,
and Topography
OVERVIEW
Appalachia consists of that large geographic expanse in
the eastern United States that is associated with the
Appalachian mountain system, a 200,000-square-mile
region that extends from the northeastern United States
in southern New York to northern Mississippi. It includes
all of West Virginia and parts of Alabama, Georgia,
Kentucky, Maryland, Mississippi, New York, North
Carolina, Ohio, Pennsylvania, South Carolina, Tennessee,
and Virginia. This very rural area is characterized by a
rolling topography with very rugged ridges and hilltops,
some extending over 4000 feet high, with remote valleys
between them. The surrounding valleys are often 2000
feet or more in elevation and give one a sense of isolation,
peacefulness, and separateness from the lower and more
heavily traveled urban areas. This isolation and rough
topography have contributed to the development of
secluded communities in the hills and natural hollows or
narrow valleys where people, over time, have developed a
strong sense of independence and family cohesiveness.
These same isolated valleys and rugged mountains pre-
sent many transportation problems for those who do not
have access to cars or trucks. Very limited public trans-
portation is available only in the larger urbanized areas.
Even though the Appalachian region includes several
large cities, many people live in small settlements and in
inaccessible hollows or “hollers” (Huttlinger, Schaller-
Ayers, & Lawson, 2004a). The rugged location of many
communities in Appalachia results in a population that is
often isolated from the mainstream of health-care ser-
vices. In some areas of Appalachia, substandard secondary
and tertiary roads, as well as limited public bus, rail, and
airport facilities, prevent easy access to the area (Fig. 5–1).
Difficulty in accessing the area is partially responsible for
continued geographic and sociocultural isolation. The
rugged terrain can significantly delay ambulance response
time and is a deterrent to people who need health care
when their health condition is severe. This is one area in
which telehealth innovations can and often do provide
needed services.
Many of the approximately 24 million people who live
in Appalachia can trace their family roots back 150 or
more years, and it is common to find whole communities
comprising extended, related families. The cultural her-
itage of the region is rich and reflected in their distinctive
music, art, and literature. Even though family roots are
strong, many of the region’s younger residents have left
the area to pursue job opportunities in the larger urban
cities of the north. The remaining, older population
reflects a group that often has less than a high-school edu-
cation, is frequently unemployed, may be on welfare
and/or disability, and is regularly uninsured (20.4 per-
cent) (Virginia He.
8-10 slide Powerpoint The example company is Tesla.Instructions.docxpriestmanmable
8-10 slide Powerpoint The example company is Tesla.
Instructions
As the organization’s top leader, you are responsible for communicating the organization’s strategies in a way that makes the employees understand the role that they play in helping to achieve the organization’s strategies. Design a presentation that explains the following:
The company is Tesla
1. Your Organization's Mission and Vision
2. Your organization’s overall strategies and how they align with the Mission and Vision
3. At least five of your organization’ strategic SMART goals that align with the overall organizational strategy
4. At least three different departments’ specific roles in helping to achieve those strategic SMART goals
5. This can be a PowerPoint presentation with a voice-over or it can be a video presentation.
Length: 8 – 10 slides, not including title and reference slide.
Notes Length: 200-250 words for each slide.
References: Include a minimum of five scholarly resources.
I will do the voice over. I do not need a separate document of speaker notes as long as the PowerPoint has the requested 200-250 words for each slide
.
8Network Security April 2020FEATUREAre your IT staf.docxpriestmanmable
8
Network Security April 2020
FEATURE
Are your IT staff ready
for the pandemic-driven
insider threat? Phil Chapman
Obviously the threat to human life is
the top concern for everyone at this
moment. But businesses are also starting
to suffer as productivity slips globally
and the workforce itself is squeezed.
The UK Government’s March budget
did announce some measures, especially
for small and medium-size enterprises
(SMEs), that will make this period
slightly less painful for organisations.
However, as is apparent from the tank-
ing stock market (the FTSE 100 has
hit levels not seen since June 2012) the
economy and pretty much all businesses
in the country (unless you produce hand
sanitiser) are going to suffer. There is no
time like now for the UK to embrace
its mantra of ‘keep calm and carry on’
because that is what we must do if we’re
going to keep business flowing.
For the IT department at large there is
lots of urgent work to do to ensure that
the business is prepared to keep running
smoothly even if people are having to
work remotely. The task at hand for cyber
security professionals is arguably even
larger as Covid-19 is seeing cyber criminals
capitalising on the fact that the insider
threat is worse than ever, with more people
working remotely from personal devices
than many IT and cyber security teams
have likely ever prepared for.
This article will argue that the cyber
security workforce, which is already suf-
fering a digital skills crisis, may also be
lacking the adequate soft skills required
to effectively tackle the insider threat
that has been exacerbated by the pan-
demic. It will first examine the insider
threat, and why this has become so
much more insidious because of Covid-
19. It will then look into the essential
soft skills required to tackle this threat,
before examining how organisations can
effectively implement an apprentice-
ship strategy that generates professionals
with both hard and soft skills, includ-
ing advice from the CISO of globally
respected law firm Pinsent Masons, who
will provide insight into how he is mak-
ing his strategy work. It will conclude
that many of these issues could be solved
if the industry didn’t rely so heavily on
recruiting graduates and rather looked
towards hiring apprentices.
The insider threat
In the best of times, every cyber-pro-
fessional knows that the biggest threat
to an organisation’s IT infrastructure
is people, both malicious actors and
– much more often – employees and
partners making mistakes. The problem
is that people lack cyber knowledge and
so commit careless actions – for exam-
ple, forwarding sensitive information to
the wrong recipient over email or plug-
ging rogue USBs into their device (yes,
that still happens). Cyber criminals
capitalise on this ignorance by utilising
social engineering tactics ranging from
the painfully simple, like fake emails
from Amazon, to the very sophisticated,
such as.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
4.2Assignment Executive Summary Impacts of VictimizationIm.docx
1. 4.2
Assignment: Executive Summary: Impacts of Victimization
Imagine this scenario: You have been hired by the National
Center for Victims of Crime to prepare an Executive Summary
on the many impacts of crime victimization. The Executive
Summary will be distributed to every state’s office of victim
services to inform their planning for victim’s services.
The Assessment:
Perform research the Internet to find three scholarly resources
that focus on crime and victimization, specifically statistics of
major crimes. Visit the National Center for Victims of Crime
website listed in this module’s Learning Resources.
Subject Research: Criminal Justice & Security
Using theBasics Executive Summaries” as a guide, write a
5- to 6-page
Executive Summary in which you complete the following:
Provide an overview of crime and victimization in the United
States and include current statistics of at least three major
crimes (UCR Part I Crimes).
Identify and describe three direct impacts of crime on victims
and their families. Discuss whether these are short or long-term
impacts.
Explain which crimes have higher reporting rates and which
crimes have lower reporting rates.
2. Identify methods for improving rates of reporting for
underreported crimes.
Discuss how using statistics and improving reporting rates can
lead to social change.
Module Journal: Reflection
At the end you will reflect on what you learned in the module.
Write 1–2 paragraphs in which you discuss what you found most
interesting, and explain. Discuss why you think crimes go
unreported and what steps might be taken to increase crime
reporting.
Grading Rubric Detail
Meets Expectations
Identify direct impacts of crime on victims and their families.
24 (24%) - 30 (30%)
An overview of crime and victimization in the United States is
provided and includes current statistics for at least three major
crimes (UCR Part I Crimes).
A description of three direct impacts of crime on victims and
their families is provided and includes whether the impacts are
short or long-term impacts
Evaluate crimes with high and low reporting rates.
16 (16%) - 20 (20%)
An explanation is included regarding which crimes have higher
3. reporting rates and which crimes have lower reporting rates
Identify methods for improving reporting rates for
underreported crimes.
24 (24%) - 30 (30%)
Methods are identified for improving rates of reporting for
underreported crimes.
An explanation of how using statistics and improving reporting
rates can lead to social change is included.
The overall Executive Summary is supported with at least three
scholarly resources (textbooks, peer-reviewed journals, and
government publications).
The overall paper meets the 5- to 6-page minimum, not
including the title or reference pag
Engaging Multiple Social and Cultural Perspectives: Apply
strategies to develop intellectual flexibility and broad
knowledge that enables perception of the world through the
perspectives of diverse social and cultural perspectives.
LO1: Recognize the value of one’s own and others’ social and
cultural perspectives.
LO2: Recognize how knowledge from different cultural and
social perspectives might affect interpretations of issues in
society.
LO3: Evaluate the source of one’s own perspectives on selected
issues in culture and society.
LO4: Evaluate competing social and cultural perspectives on
4. specific problems in order to arrive at a solution
8 (8%) - 10 (10%)
Response demonstrates a clear understanding of the value of
one’s own and others’ social and cultural perspectives.
Response demonstrates a clear understanding of how different
cultural and social perspectives might affect interpretations of
issues.
Response provides a thorough evaluation of the source of one’s
own perspectives on selected issues in culture and society.
Response provides a thorough evaluation of differing
perspectives and is able to make a judgment regarding viable
solutions
Written Communication: Write with clarity, coherence, and
purpose.
LO1: Develop clear introduction statements. (AWE 3; essay-
level skills)
LO2: Use transitions to connect ideas. (AWE 3; essay-level
skills)
LO3: Use appropriate tone and vocabulary for a given audience.
(AWE 3; awareness of audience and discipline)
LO4: Apply APA formatting and style guidelines. (AWE 3;
awareness of audience and discipline and credit to source
8 (8%) - 10 (10%)
Introduction statement is well-defined and clearly describes the
5. topic and focus of the response.
Writing conveys a cohesive idea through the effective use of
transitions.
Vocabulary and tone communicate key concepts that are
appropriate for the audience.
Writing uses in-text citations appropriately, includes references
when applicable, and is formatted according to APA Style.
Minor errors in APA Style do not impede understanding or
violate standards for academic integrity
READING MATERIAL
Daigle, L. E. (2018). Victimology (2nd ed.). Thousand Oaks,
CA: Sage Publishing.
Chapter 3, “Consequences of Victimization” (pp. 32–46)
Victimology, 2nd Edition by Daigle, L.E. Copyright 2018 by
Sage College. Reprinted by permission of Sage College via the
Copyright Clearance Center.
Chapter 3 Consequences of Victimization
Let us revisit Polly, the young woman whose victimization was
described in Chapter 2. When we left her, Polly was on her way
back home after leaving a bar alone at night, and she was
6. robbed and assaulted by two men. But Polly’s story does not
end there, and although the incident itself ended, Polly dealt
with it for quite some time. Polly made it home safely; she
entered her apartment, locked her door, and started to cry. She
felt scared and alone, and her head was hurting. She told one of
her roommates, who was home when she returned, what
happened. Her roommate, Rachel, told her she should call the
police and have someone look at her head. Polly was hesitant—
after all, she did not know what to expect—but she really
wanted to make sure that the men were caught, so she called the
police and told the dispatcher what had occurred.
The police and emergency personnel arrived. She was taken to
the hospital for her head injury and was released after receiving
10 stitches. Before she could go home, though, the police
wanted to take her statement. They questioned her for more than
an hour, asking minute details about what happened and about
the offenders. They also asked her why she was walking home
alone at night. The police officers left her with assurances that
they would do everything they could to identify her attackers.
The days passed, and Polly had a hard time forgetting about the
men and what had transpired. She was having a hard time
getting out of bed. In fact, she missed several days of class. She
found herself avoiding going out alone at night. She felt as
though her life had taken an unexpected, unwanted, and
frightening turn—one that she was worried would forever alter
her life. Polly’s concerns, like others’, were most likely not
unfounded.
Physical Injury
Clearly, when people suffer personal victimizations, they are at
risk of physical injury. These injuries can include bruises,
soreness, scratches, cuts, broken bones, contracted diseases, and
stab or gunshot wounds. Some of these injuries may be
7. temporary and short-lived, whereas others can be long-lasting or
permanent.
According to data from the National Crime Victimization
Survey (NCVS) in 2008, 21% of assault victims sustained
physical injuries. Those who experienced robbery were more
likely to be injured; 37% of robbery victims suffered physical
injury. A larger percentage of female victims were injured than
male victims, although the differences were not large. For
example, 24% of female assault victims compared with 19% of
male assault victims reported being injured (Bureau of Justice
Statistics [BJS], 2011). There appears to be a difference in
injury for racial groups as well. For both assault and robbery,
injuries were present in a larger percentage of Black victims
than White victims (BJS, 2011). The victim–offender
relationship was also related to injury—incidents perpetrated by
nonstrangers were more likely to result in injury than those
perpetrated by strangers (27% for assault and 39% for robbery)
(BJS, 2011). In addition, the most recent provisional National
Health Service (NHS) data available on assault admissions to
hospitals in England show that, for the 12 months ending April
2015, there were 28,992 hospital admissions for assault (Office
for National Statistics, 2015)
The most serious physical injury is, of course, death. Although
the NCVS does not measure murder—remember, it asks people
about their victimization experiences—the Uniform Crime
Reports (UCRs) can be used to find out the extent to which
deaths are attributable to murder and nonnegligent
manslaughter. In 2015, UCR figures showed that 15,696
murders were brought to the attention of the police (FBI,
2015f). The majority of murder victims were male (79%) (FBI,
2015g). Just more than half of murder victims were Black and
44% were White (FBI, 2015h), and 21% were murdered by an
acquaintance (FBI, 2015i). Almost three-fourths of the
8. homicides that involved a weapon were gun related (FBI,
2015j). The most common circumstance surrounding a murder is
an argument—23% of the homicides for which the
circumstances were known resulted from an argument (FBI,
2015k).
Mental Health Consequences and Costs
People differentially respond to trauma, including victimization.
Some people may cope by internalizing their feelings and
emotions, whereas others may experience externalizing
responses. It is likely that the way people deal with
victimization is tied to their biological makeup, their
interactional style, their coping style and resources, and the
context in which the incident occurs and in which they operate
thereafter. Some of the responses can be quite serious and long-
term, whereas others may be more transitory.
Three affective responses that are common among crime victims
are depression, reductions in self-esteem, and anxiety. The way
in which depression manifests itself varies greatly across
individuals. It can include symptoms such as sleep disturbances,
changes in eating habits, feelings of guilt and worthlessness,
and irritability. Generally, depressed persons will experience a
decline in interest in activities they once enjoyed, a depressed
mood, or both. For youth, depression is a common outcome for
those who are victimized by peers, such as in bullying
(Sweeting, Young, West, & Der, 2006). With the advent of
technology and the widespread use of the Internet, recent
research has explored online victimization and its effects.
Online victimization is related to depressive responses in
victims (Tynes & Giang, 2009).
Victimization may be powerful enough to alter the way in which
a crime victim views himself or herself. Self-esteem and self-
worth both have been found to be reduced in some crime
9. victims, particularly female victims. In one study of youths in
Virginia, Amie Grills and Thomas Ollendick (2002) found that,
for girls, being victimized by peers was associated with a
reduction in global self-worth and that their self-worth was
related to elevated levels of anxiety. There may also be a
difference in crime’s impact on self-appraisals based on the
type of victimization experienced. For example, victims of
childhood sexual abuse are likely to suffer long-term negative
impacts to their self-esteem (Beitchman et al., 1992). Sexual
victimization also has been linked to reductions in self-esteem
(Turner, Finkelhor, & Ormrod, 2010). Beyond victimization of
females, research has also found that victimization among older
Americans (those 50 years of age and older) is also related to
reductions in self-esteem and self-efficacy for African
Americans (DeLisi, Jones-Johnson, Johnson, & Hochstetler,
2014).
Anxiety is another consequence linked to victimization. Persons
who suffer from anxiety are likely to experience a range of
emotional and physical symptoms. Much like depression,
however, anxiety affects people differently. Most notably,
anxiety is often experienced as irrational and excessive fear and
worry, which may be coupled with feelings of tension and
restlessness, vigilance, irritability, and difficulty concentrating.
In addition, because anxiety is a product of the body’s fight-or-
flight response, it also has physical symptoms. These include a
racing and pounding heart, sweating, stomach upset, headaches,
difficulty sleeping and breathing, tremors, and muscle tension
(Dryden-Edwards, 2007).
Although anxiety that crime victims experience may not
escalate to a point where they are diagnosed with an anxiety
disorder by a mental health clinician, victimization does appear
to be linked to anxiety symptoms. For example, adolescents who
experience victimization by their peers experience anxiety at
higher levels than nonvictimized adolescents (Storch, Brassard,
10. & Masia-Warner, 2003). The relationship between anxiety and
victimization is likely complex in that victimization can lead to
anxiety, but anxiety and distress are also precursors to
victimization (R. S. Siegel, La Greca, & Harrison, 2009). Some
victims do experience mental health consequences tied to
anxiety that lead to mental health diagnoses.
Post-Traumatic Stress Disorder
One of the recognized disorders associated with a patterned
response to trauma, such as victimization, is post-traumatic
stress disorder (PTSD). Commonly associated with individuals
returning from war and combat, PTSD is a psychiatric condition
that recently has been recognized as a possible consequence of
other traumatic events, such as criminal victimization. Currently
classified by the American Psychiatric Association in the DSM-
V as an anxiety disorder, PTSD is diagnosed based on several
criteria outlined in detail in Table 3.1. A person must have
experienced or witnessed a traumatic event that involved actual
or threatened death or serious injury to oneself or others, or
threat to the physical integrity of oneself or others. The person
must have experienced fear, helplessness, or horror in response
to the event and then reexperienced the trauma over time via
flashbacks, nightmares, images, and/or reliving the event. The
person must avoid stimuli associated with the traumatic event
and may experience numbness of response, such as lack of
affect and reduced interest in activities. Finally, PTSD is
characterized by hyperarousal.
Focus on Research
Research on the physical and mental health consequences of
victimization has established that victimization can have short-
and long-term effects. Leana Bouffard and Maria Koeppel
(2014) recently discovered that experiencing repeated bullying
in childhood before the age of 12 is linked to poor outcomes in
12. diagnosed with PTSD related to incidents of rape and sexual
molestation (Kessler et al., 1995).
Although it is difficult to know how common PTSD is among
crime victims, some studies suggest that PTSD is a real problem
for this group. The estimate for PTSD in persons who have been
victimized is around 25%. Lifetime incidence of PTSD for
persons who have not experienced a victimization is 9%.
Depression also commonly co-occurs in victims who suffer
PTSD (Kilpatrick & Acierno, 2003). Research has shown that
victims of sexual assault, aggravated assault, and persons whose
family members were homicide victims are more likely than
other crime victims to develop PTSD (Kilpatrick & Tidwell,
1989). In support of this link, the occurrence of PTSD in rape
victims has been estimated to be almost 1 in 3 (Kilpatrick,
Edmunds, & Seymour, 1992).
Self-Blame, Learned Helplessness, and the Brain
Victims of crime may blame themselves for their victimization.
One type of self-blame is characterological self-blame, which
occurs when a person ascribes blame to a nonmodifiable source,
such as one’s character (Janoff-Bulman, 1979). In this way,
characterological self-blame involves believing that
victimization is deserved. Another type of self-blame is
behavioral self-blame, which occurs when a person ascribes
blame to a modifiable source—behavior (Janoff-Bulman, 1979).
When a person turns to behavioral self-blame, a future
victimization can be avoided as long as behavior is changed.
In addition to self-blame, others may experience learned
helplessness following victimization. Learned helplessness is a
response to victimization in which victims learn that responding
is futile and become passive and numb (Seligman, 1975). In this
way, victims may not activate to protect themselves in the face
of danger and, instead, stay in risky situations that result in
13. subsequent victimization experiences. Although learned
helplessness as originally proposed by Seligman is not alone
sufficient in explaining victimization, research on animals
shows that exposure to inescapable aversive stimuli (such as
shocks to rats’ tails) is related to behavioral changes that are
likely related to fear—changes in eating and drinking, changes
in sleep patterns, and not escaping future aversive stimuli when
possible. These behavioral changes are linked to changes in
brain chemistry, and researchers have hypothesized that these
are similar to the neurochemical and behavioral changes seen in
humans who suffer from major depressive disorders (Hammack,
Cooper, & Lezak, 2012). In this way, then, it is possible that
people who have been exposed to serious trauma and who
interpret this trauma as being unavoidable may become
depressed and experience behavioral changes that are then
linked to future risk of victimization.
Economic Costs
Not only are victimologists concerned with the impact that
being a crime victim has on an individual in terms of health, but
they are also concerned with the economic costs incurred by
both the victim and the public. In this sense, victimization is a
public health issue. Economic costs can result from property
losses; monies associated with medical care; time lost from
work, school, and housework; pain, suffering, and reduced
quality of life; and legal costs. In 2008, the NCVS estimated the
total economic loss from crimes at $17.4 trillion. The NCVS
also shows that the median dollar amount of loss attributed to
crime was $125 (BJS, 2011). Although this number may appear
to be low, it largely represents the fact that the typical property
crime is a simple larceny-theft. Other research estimating the
costs of specific types of victimization has estimated that the
total costs of victimizations range from an average of $9,540 for
a motor vehicle theft to $157,500 for a rape (in 2010 dollars)
(Chalfin, 2016).
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Direct Property Losses
Crime victims often experience tangible losses in terms of
having their property damaged or taken. Generally, when
determining direct property losses, the value of property that is
damaged, taken, and not recovered, and insurance claims and
administration costs are considered. According to the NCVS, in
2008, 94% of property crimes resulted in economic losses (BJS,
2011). In one of the most comprehensive reports on the costs of
victimization—sponsored by the National Institute of Justice—
Ted Miller, Mark Cohen, and Brian Wiersema (1996) estimated
the property loss or damage experienced per crime victimization
event. These estimates were used by Brandon Welsh and
colleagues (2008) in their article on the costs of juvenile crime
in urban areas. They found that arson victimizations resulted in
an estimated $15,500 per episode. Motor vehicle theft costs
about $3,300 per incident. Results from the NCVS show that
personal crime victimizations typically did not result in as much
direct property loss. For example, only 18% of personal crime
victimizations resulted in economic loss. Rape and sexual
assaults typically resulted in $100 of property loss or property
damage. It is rare for a victim of a violent or property offense to
recover any losses. Only about 29% of victims of personal
crime and 16% of victims of property crime recover all or some
property (BJS, 2011).
Medical Care
To be sure, many victims would gladly suffer property loss if it
meant they would not experience any physical injury. After all,
15. items can be replaced and damage repaired. Physical injury may
lead to victims needing medical attention, which for some may
be the first step in accumulating costs associated with their
victimization. Medical care costs encompass such expenses as
transporting victims to the hospital, doctor care, prescription
drugs, allied health services, medical devices, coroner
payments, insurance claims processing fees, and premature
funeral expenses (T. R. Miller, Cohen, & Wiersema, 1996).
Results from the NCVS indicate that in 2008, 542,280 violent
crime victims received some type of medical care. Of those
victims who received medical care, slightly more than one-third
received care in the hospital emergency room or at an
emergency clinic and 9% went to the hospital. Receiving
medical care often results in victims incurring medical
expenses. Almost 6% of victims of violence reported having
medical expenses as a result of being victimized. About 63% of
injured victims had health insurance or were eligible for public
medical services (BJS, 2011).
Costs vary across types of victimization. For example, the
annual cost of hospitalizations for victims of child abuse is
estimated to be $6.2 billion (Prevent Child Abuse America,
2000). Medical treatment for battered women is estimated to
cost $1.8 billion annually (Wisner, Gilmer, Saltman, & Zink,
1999). Per-criminal-victimization medical care costs also have
been estimated. Assaults in which there were injuries cost
$1,470 per incident. Drunk-driving victims who were injured
incurred $6,400 in medical care costs per incident (T. R. Miller
et al., 1996).
Gun violence is associated with substantial medical costs for
victims. Although most crime victims do not require
hospitalization, even if they are treated in the emergency room,
a report on gun violence published by the Office for Victims of
Crime showed that gunshot victims make up one-third of those
17. Losses in Productivity
Persons who are victimized may experience an inability to work
at their place of employment, complete housework, or attend
school. Not being able to do these things contributes to the total
lost productivity that crime victims experience. In 2008, about
7% of persons in the NCVS who said they were violently
victimized lost some time from work. About the same
percentage of victims of property offenses lost time from work.
Some victims are more prone to miss work than others. For
example, almost one-tenth of burglary victimizations cause
victims to miss at least one day of work. Data from the NCVS
show that 9% of robbery victimizations resulted in victims
missing more than 10 days of work (BJS, 2011), whereas
victims of intimate partner violence lost almost 8 million paid
days of work annually (Centers for Disease Control and
Prevention, 2003). Employers also bear some costs when their
employees are victimized; victimized employees may be less
productive, their employers may incur costs associated with
hiring replacements, and employers may experience costs
dealing with the emotional responses of their employees.
Parents also may suffer costs when their children are victimized
and they are unable to meet all their job responsibilities as a
result of doing things such as taking the child to the doctor or
staying home with the child (T. R. Miller et al., 1996).
Pain, Suffering, and Lost Quality of Life
The most difficult cost to quantify is the pain, suffering, and
loss of quality of life that crime victims experience. When these
elements are added to the costs associated with medical care,
lost earnings, and programs associated with victim assistance,
the cost to crime victims increases 4 times. In other words, this
is the largest cost that crime victims sustain. For example, one
study estimated the cost of out-of-pocket expenses to victims of
rape to be slightly less than $5,100. The crime of rape, however,
18. on average, costs $87,000 when its impact on quality of life is
considered (T. R. Miller et al., 1996).
Another cost that crime victims may experience is a change in
their routines and lifestyles. Many victims report that after
being victimized, they changed their behavior. For example,
victims of stalking may change their phone numbers, move, or
change their normal routines. Others may stop going out alone
or start carrying a weapon when they do so. Although these
changes may reduce risk of being victimized again, for victims
to bear the cost of crime seems somewhat unfair. Did Polly
sustain any of these costs?
System Costs
The victim is not the only entity impacted economically by
crime. The United States spends an incredible amount of money
on criminal justice. When including system costs for law
enforcement, the courts, and corrections, the direct expenditures
of the criminal justice system are more than $214 billion
annually (BJS, 2006b). The criminal justice system employs
more than 2.4 million persons, whose collective pay tops $9
billion. Obviously, crime is big business in the United States!
Insurance companies pay about $45 billion annually due to
crime. The federal government also pays $8 billion annually for
restorative and emergency services for crime victims. There are
other costs society must absorb as a result of crime. For
example, it costs Americans when individuals who are not
insured or are on public assistance are victimized and receive
medical care. The U.S. government covers about one-fourth of
health insurance payouts to crime victims. Gunshot victims
alone cost taxpayers more than $4.5 billion dollars annually
(Headden, 1996). These costs are not distributed equally across
society. Some communities have been hit especially hard by
violence—gun violence in particular. Some 96% of hospital
19. expenses associated with gun violence at King/Drew Medical
Center in Los Angeles are paid with public funds (as cited in
Bonderman, 2001). We discuss in Chapter 5 just how these costs
are paid and who pays them.
Vicarious Victimization
It is not only the victim and the system that are saddled with
costs. The effects that victimization has on those close to the
victim are also critical in understanding the total impact of
crime. So far, we have discussed how a victim may need
medical care, may seek mental health counseling, may lose time
from work, and may have a less full life after being victimized.
But what happens to those who love and care about these
victims? Does witnessing a loved one go through victimization
also exact a price?
The effects that victimization has on others are collectively
known as vicarious victimization. Vicarious victimization has
been most widely studied in regard to homicide survivors—
people whose loved ones have been murdered—given the
profound effect that homicide has on family members, even
when compared with nonhomicide deaths. Homicide deaths are
almost exclusively sudden and violent. Surviving family
members often experience guilt about not being able to prevent
the death. The involvement of the criminal justice system also
adds an element to the response family members have, and there
is often a feeling that others view the death as at least partly the
victim’s fault.
The studies on homicide survivors have largely found that they
experience many of the same post-trauma symptoms that crime
victims themselves experience. One study found that almost
one-quarter of homicide-surviving family members developed
PTSD after the murder of their family member (as cited in
Kilpatrick, Amick, & Resnick, 1990). The disorder and PTSD
21. control, loss of meaning, and self-blame. As you can now be
certain, criminal victimization has wide-reaching effects on the
victim, the system, and others.
Another form of vicarious victimization occurs when a person is
traumatized by the coverage violent acts receive through media
or other outlets that provide information. This type of vicarious
victimization is likely to occur when seven factors are present:
(1) realistic threat of death to all members of the community,
(2) extraordinary carnage, (3) strong community affiliation, (4)
witnessing of event by community members, (5) symbolic
significance of victims to community, (6) need for rescue
workers, and (7) significant media attention (M. A. Young,
1989). Given these factors, traumatic events that do not directly
affect a person or a person’s loved ones may also cause harm
such as PTSD. Events such as the terrorist attacks on September
11, 2001, are prime examples of traumas that can produce
lasting, harmful consequences to people exposed to them. Other
events, such as a serial killer operating in a community, may
also be a form of vicarious victimization that can produce PTSD
in community members (Herkov & Biernat, 1997). You will
read more about homicide victims in Chapter 6.
Reporting
All the consequences and outcomes we have discussed thus far
are impacted by the victim reporting the offense to the police.
Reporting may intensify some of these consequences, may
moderate some of the impact, or may be somewhat unrelated to
the victim’s experiences after the incident occurs. Reporting is
important for several reasons. One important factor about
reporting to the police is that it is the first essential step in
activating the formal criminal justice system. Without a report
to the police, the victim is left to deal with the aftermath
through other channels, and the police will never begin an
investigative process. Without this first critical step, it is
22. extremely unlikely that an offender will ever be caught. When
an offender “gets away” with crime, it can have important
consequences. When this occurs, the offender is learning that he
or she can continue to freely offend—perhaps even against the
same person or household. Conversely, an arrest or real threat
of arrest may deter potential offenders.
Victims may also be negatively impacted if they do not report.
Many victims’ services, as discussed in Chapter 5, are available
only for victims who notify the police about their incident. For
example, many district attorneys’ offices have victim advocates,
whose job it is to help victims navigate the criminal justice
system and assist them with other programs such as receiving
victim compensation. The ability to use these services is
typically conditioned on reporting because the district
attorney’s office would not even know about a crime victim who
did not first come forward.
With all these benefits to reporting, it is easy to forget that
slightly less than half of all violent crime victims and just more
than one-third of property crime victims notify the police
(Truman & Morgan, 2016). In 2016, more than 60% of all
robbery and aggravated assault victims and slightly less than
one-third of all rape and sexual assault victims reported their
incidents to the police.
Reporting varies by crime type, but it also varies according to
other characteristics (Langton, Berzofsky, Krebs, & Smiley-
McDonald, 2012). Generally, violence against women and
violence against older persons is more likely to come to the
attention of the police than violence against men and younger
persons. Victimizations that result in the victim suffering an
injury are more likely to be reported than those that do not
result in injury. When an offender is armed and/or a stranger,
the victim is more likely to call the police (Langton et al.,
2012).
23. Besides these incident characteristics, victims also give tangible
reasons for not reporting their incidents to the police. Overall,
the most common reasons given by victims of violence for why
they do not report include that the victimization was a private or
personal matter, that it was dealt with in another way such as
reporting it to another official, that the victimization was not
important enough to report to the police, that the police would
not or could not do anything to help, or for fear of reprisal or
getting the offender in trouble (Langton et al., 2012). Table 3.2
shows the reasons victims give for not reporting to the police
for different victimization types. But some victims do in fact
bring their incidents to the attention of the police. Most
commonly, victims of violence report their incidents to prevent
future violence, to stop the offender, because it was a crime,
and to protect others (BJS, 2006a). Table 3.3 shows the common
reasons that victims do report for different victimization types.
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Source: Langton, L., Merzofsky, M., Krebs, C., & Smiley-
McDonald, H. (2012). Victimizations not reported to the police,
2006-2010. Washington, DC: Bureau of Justice Statistics, U.S.
Department of Justice.
Source: Bureau of Justice Statistics (2006a).
For victims of property crime, the most common reasons given
for not bringing the incident to the attention of the police are
that the object was recovered/the offender was unsuccessful,
feeling the police would not want to be bothered, or lack
of proof. Property crime victims were motivated to report
24. because they wanted to recover stolen property, because it was a
crime, and to prevent further crimes against them by the
offender (BJS, 2006a).
Fear of Crime
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Another cost associated with victimization is fear. Fear is an
emotional response to a perceived threat (Ferraro & LaGrange,
1987). Physiologically, when people experience fear, their body
activates to alert them to danger. These bodily responses are
associated with the autonomic nervous system being activated—
heart rate increases, pupils dilate, digestion slows, blood supply
to muscles increases, breathing rate increases, and sweating
increases (Fishbein, 2001). These physiological changes occur
so that in the face of danger, a person can fight or flee. Fear of
crime is different than perceived risk of being a victim.
Perceived risk is the perceived likelihood that a person feels
that he or she will become a crime victim. Perceptions of risk
are related to fear in that those people who perceive their risk to
be high generally have higher levels of fear of crime than those
who do not perceive their risk of victimization to be high (May,
Rader, & Goodrum, 2010; Warr, 1984).
As you may imagine, fear is difficult to measure. How do you
know whether someone is more fearful of crime than another
person? Would you simply ask someone, or do you think
looking for other indications of fear would be better? One of the
most common ways to measure fear of crime is by asking
individuals on surveys, “How safe do you feel or would you feel
being out alone in your neighborhood?” (Ferraro & LaGrange,
1987). One problem with this question is that the respondent is
25. not asked specifically about fear or being afraid. In addition,
asking about how safe someone feels being alone in his or her
neighborhood at night may not capture the types of criminal
behavior of which a person is fearful. Another common question
asked of survey participants is “Is there any area around here—
that is, within a mile—where you would be afraid to walk alone
at night?” Although this question does ask specifically about
being afraid, it does not ask the respondent to consider being
afraid of crime. Also, the question vaguely references “around
here ... within a mile,” which covers a wide range. Finally,
many people may be unlikely to walk alone at night, therefore
the question may fail to capture events that an individual is
likely to face. A better question that has been commonly used in
more frequent research is “How afraid are you of becoming the
victim of [separate offenses] in your everyday life?” (Warr &
Stafford, 1983). This question asks about how afraid the
respondent is, makes a specific reference to crime, and uses the
phrase “in your everyday life” so that respondents will
reference their daily routines and realities.
Now that you know how fear is measured, let’s consider who is
fearful of being a victim of crime. One thing to consider is that
persons do not have to be victims of crime to be fearful. In fact,
research shows that some groups who are actually less likely to
be victimized than others have higher levels of fear of crime
than those with higher risks of victimization. For example,
females generally report higher levels of fear of crime than do
males (Ferraro, 1995, 1996; Haynie, 1998; May et al., 2010;
Rountree, 1998). Older people also have greater fear levels, but
this depends on question wording. When asked about specific
worry about specific crime types, younger persons tend to
express greater fear levels (Jackson, 2009).
For females, this elevated fear of crime has been attributed to
their overarching fear of sexual assault. What is interesting is
that, in general, women note that their real risk of being raped
26. or sexually assaulted is actually low compared to other crimes,
but that they fear rape at greater levels. Known as the “shadow
hypothesis,” this fear of sexual assault actually serves to
increase females’ fears of other types of crimes (Ferraro, 1995,
1996; Warr, 1985; P. Wilcox, Jordan, & Pritchard, 2006). Not
all women are fearful, of course. Those women who feel as
though they are unable to defend themselves from rape and
sexual violence, who believe that sexual violence comes with
serious negative consequences, and who think that becoming a
victim of sexual violence is likely (Custers & Van den Bulck,
2013) are more fearful than others.
Other factors have been tied to experiencing fear of crime. One
element that has been linked to fear is the level of incivilities in
an area. Incivilities are low-level breaches of community
standards that indicate erosion of conventionally accepted
norms and values (LaGrange, Ferraro, & Supancic, 1992). These
can be physical incivilities, which are disordered physical
surroundings such as litter, trash, and untended property. They
can also be social incivilities, which are untended people or
behavior such as rowdy youth, loiterers, and people drinking.
Research on incivilities shows that incivility is related to
people’s perceived risk of crime, and risk of crime is related to
fear (LaGrange et al., 1992). Other research on incivilities
shows that incivilities predict fear of burglary, vandalism, and
panhandling (Ferraro, 1996). It may be crime itself that
influences fear of crime. Research shows that burglary rates
within a neighborhood influence fear of crime in the United
States (R. B. Taylor, 2001) as do crime rates in a person’s own
neighborhood among New Zealanders (Breetzke & Pearson,
2014), and crime rates among those in the United Kingdom
(Brunton-Smith & Sturgis, 2011). Incivilities also may play a
role in how people perceive their risk of victimization. In
research examining both crime and disorganization, burglary
rates and neighborhood incivilities had direct effects on
perceived risk of crime (Rountree & Land, 1996).
27. Being fearful may be good if it leads people to protect
themselves while still enjoying their life. Research on fear of
crime shows that people, in response to fear, may engage in
avoidance behaviors. Avoidance behaviors (also called
constrained behaviors) are restrictions that people place on their
behavior to protect themselves from harm, such as staying home
at night. Others may engage in defensive behaviors or
protective behaviors to guard themselves from victimization,
such as purchasing a gun or installing security lights (Ferraro &
LaGrange, 1987). Indeed, research shows that over half of all
gun owners report that they own their gun for self-protection
(see Hauser & Kleck, 2013). Interestingly, research by Will
Hauser and Gary Kleck (2013) shows that buying a gun does not
reduce levels of fear. Although having some level of fear is
likely good, for it serves to properly activate people in the face
of danger and to caution people to engage in protective
behaviors, exaggerated levels of fear can be problematic. People
may effectively sever themselves from the outside world and
not engage in activities they find enjoyable—in short, fear may
paralyze some people. What also may happen is that engaging in
avoidance behaviors may increase a person’s fear levels
(Ferraro, 1996). What this means is that the behaviors that
people engage in to protect themselves from harm may actually
serve to make them feel less safe.
Summary
The potential consequences and costs to crime victims are
plenty and occur over the short and long term. These costs
include economic costs as well as costs to their functioning and
health.
A small proportion of crime victims experience physical injury,
and most do not receive medical care. Victims of violence,
particularly gun violence, are likely to need medical assistance.
28. Female victims, Black victims, and those victimized by a
nonstranger are more likely than other victims to experience an
injury.
Beyond physical injury, victims may need mental health care.
Victims often experience mental health issues such as
depression, anxiety, and post-traumatic stress disorder
following their victimization. Victims of sexual assault, rape,
and child abuse are the most likely to seek mental health care as
a direct result of being victimized. Treatment for mental health
issues is yet another cost that victims face.
There are direct economic costs to victims as well. National
Crime Victimization Survey data show that more than 90% of
property crimes involve some economic loss to the victim.
These economic costs include direct property losses in which a
victim’s property is stolen or damaged. They also include
expenses related to medical care. Slightly less than 1 in 10
victims of violence incur medical expenses. Victims also lose
money and productivity when they are unable to work, go to
school, or complete housework. Almost 20% of victims of rape
and sexual assault miss 10 or more days of work. Finally,
victims may experience pain, suffering, and a reduced quality of
life, all of which are difficult to quantify.
Crime and victimization create costs to the system. The United
States spends more than $214 billion annually on direct
expenditures to operate the criminal justice system. Other
elements of the economy are also hit by crime. Insurance
companies make large payouts each year due to crime.
It is not just the victim himself or herself who is pained by the
event. Friends and family members may also experience costs
when their loved ones are harmed. This is known as secondary
victimization or vicarious victimization. Homicide survivors are
more likely than others to experience post-traumatic stress
29. disorder, distress, depression, and anxiety. They may find
themselves unable or unwilling to participate in ordinary
activities.
Most criminal victimizations are not reported to the police, and
crime reporting varies across crime type. Robbery and
aggravated assault are the most common personal victimizations
reported to the police. Females, older persons, and those injured
are more likely than other victims to notify the police.
Incident characteristics such as use of a weapon, the offender
being under the influence of alcohol and/or drugs, and the
offender being a nongang member are related to reporting.
Common reasons given for reporting are to stop the incident, to
prevent the offender from offending again, and because it was a
crime. Nonreporting is linked to the event being considered a
personal/private matter, feeling the police would not want to be
bothered, and being worried about reprisal.
Another potential cost of victimization is being fearful of
becoming a crime victim. Females and older people tend to have
higher levels of fear than males and younger persons. Females
tend to have higher levels of fear due to their fear of sexual
assault, which shadows their fear of crime more generally.
People who perceive their risk of victimization to be high also
tend to have high levels of fear. Some level of fear is probably
good in that it leads people to protect themselves by engaging in
avoidance or defensive behaviors. Too much fear, however, can
be bad if fear leads to anxiety or isolation.
Discussion Questions
1. We discuss in a later chapter who pays for the costs of
victimization and how victims can be compensated. What do
you think we should do for victims? Should their medical bills
30. be paid? What about other costs? Who should be held
accountable for paying those?
2. Why do people not report their victimizations to police?
What barriers to reporting exist for crime victims? What are the
implications of reporting or failure to report?
3. What costs did Polly experience as a result of her
victimization? What long-term consequences do you think she
may have to deal with?
4. Think about your own life and try to recall a time when you
were victimized. Identify all the costs that came with your
victimization. What short-term and long-term costs did you
experience? Did you report the incident to the police?
5. How fearful of crime are you? Of what specific types of
crimes do you fear becoming the victim? Do you think your fear
is rational (e.g., tied to actual risk), or is it linked to something
else? Why?
Key Terms
anxiety 33
avoidance behaviors 43
behavioral self-blame 36 characterological self-blame 36
defensive behaviors 43
depression 33
direct property losses 36
economic costs 36
31. fear of crime 41
homicide survivors 39
incivilities 43
learned helplessness 36
lost productivity 38
medical care costs 37
mental health care costs 37
perceived risk 41
physical incivilities 43
physical injury 32
post-traumatic stress disorder (PTSD) 34 protective behaviors
43
reporting 40
self-blame 36
self-esteem 33
self-worth 33
social incivilities 43
system costs 38
vicarious victimization 39
32. Internet Resources
“Addressing Predisposition Revictimization in Cases of
Violence Against Women”:
http://www.nij.gov/topics/crime/violence-against-
women/workshops/pages/revictimization.aspx
This website includes summary information on a workshop
hosted by the National Institute of Justice. This workshop was
conducted to examine strategies, policies, and principles in
place in 2005 and to focus research on victimization in the time
period of predisposition (postarrest and prior to trial and/or
sentencing).
Coping with Trauma and Grief:
http://www.victimsofcrime.org/help-for-crime-victims/coping-
with-trauma-and-grief
6 of 7 3/20/18, 9:46 AM
https://jigsaw.vitalsource.com/api/v0/books/9781506388502/pri
nt?f...
This website is part of the National Center for Victims of Crime
and includes recent information on coping with trauma and
grief, particularly as they relate to victimization. It discusses
issues such as how children cope with tragedies such as school
shootings and losing loved ones and provides links to resources
for victims, including information about resilience.
Help for Crime Victims:
http://www.ovc.gov/pubs/helpseries/pdfs/HelpBrochure_Homici
de.pdf
The Office for Victims of Crime has collected a list of websites
33. that lend support and encouragement to homicide survivors and
covictims. There is also information about homicide and what to
expect if a loved one is murdered. National Center for PTSD:
http://www.ptsd.va.gov/index
This website contains information on post-traumatic stress
disorder (PTSD) in relation to the U.S. Department of Veterans
Affairs. The center aims to help U.S. veterans and others
through research, education, and training focused on trauma and
PTSD. The website also has information for providers,
researchers, and the general public on PTSD and its treatment.
7 of 7 3/20/18, 9:46 AM
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