ASSIGMENT
Discussion Spark: Crime Victims
In recent years, specifically after mass shootings, some news media have been vocal about not over-publicizing the names of alleged perpetrators, so as not to popularize them. Instead, news media have been giving more attention to the names and faces of victims so as to memorialize them.
In this Discussion Spark, you consider the importance of focusing on crime victims. Why is it important to focus on them? How might focusing on victim’s aid in preventing crime?
By Day 3 of Week 1
In a minimum of
150 words
, describe why you believe it is important to focus on crime victims. Explain how focusing on the victims might help with crime prevention.
McGregor,J,2017. Crime ,news and the media . In A . Decker&R .Sarre(EDs.) ,The Palsgrave handbook of Australin and new zealand criminology ,crime and justice(pp.81-94).cham,Switzerland : Palsgrave Macmillan.
RUBRIC
Acceptable (A–B)
20 (80%) - 25 (100%)
Initial post is original and thought-provoking. Posting stimulates critical thinking. Relevance of the topic is demonstrated.
Articles
The mission of the National Center for Victims of Crime is to forge a national commitment to help victims of crime rebuild their lives. We are dedicated to serving individuals, families, and communities harmed by crime.
https://victimsofcrime.org/
https://ovc.ojp.gov/topics/victim-rights-and-services
Cyber Victimization Among Adolescents: Examining the Role of Routine Activity Theory.
Authors:
Kalia, Divya1
[email protected]
Aleem, Sheema2
Source:
Journal of Psychosocial Research. Jan-Jun2017, Vol. 12 Issue 1, p223-232. 10p. 7 Charts, 1 Graph.
Document Type:
Article
Subject Terms:
*COMPUTER crimes
*CRIME victims
*ADOLESCENT psychology
*ROUTINE activities theory (Criminology)
*TECHNOLOGICAL innovations
Author-Supplied Keywords:
Cyber victimization
Internet
Routine activity theory
Abstract:
Using data from 200 high school students, age 16-18 years, we examined the associations between components of routine activity theory and vulnerability to cyber victimization. In particular, we focused on whether engaging in certain online activities increased one’s ‘target suitability’ as a potential victim and also, how parental supervision helped increase or decrease such ‘suitability’ online so as for one to fall prey to cyber victimization, as hypothesized in the RAT. The results showed that victims and non-victims differed only on the components of target suitability and parental supervision. The present research successfully provides support for the applicability of the routine activity theory in studying the phenomenon of cyber victimization across males and females. Additionally, questions are raised about revamping the Routine Activity Theory in light of the ever increasing technological advancements and awareness of cybercrimes. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Psychosocial Research is the property of Prints Publications Pvt. Ltd. and.
Victimology is the study of victims and patterns of victimization. Certain groups are more likely to experience victimization based on factors like age, gender, race, and lifestyle. Younger individuals between 12-24 and males experience higher rates of victimization overall. Females are more likely to be victimized by someone they know, while males are equally likely to be victimized by strangers or acquaintances. Blacks, Native Americans, and Hispanics also experience higher rates of victimization than whites. Victim-precipitation and lifestyle theories suggest that victimization is influenced by a victim's behaviors and routines that increase contact with motivated offenders in the absence of a capable guardian against crime.
The Effect of Vehicle theft and hijacking - Dr Jaco BarkhuizenTracker Connect
The objectives of this study were to gather information in order to provide desired information to the following questions:
- How do victims experience the vehicle hijacking?
- What was the general make-up of the incident?
- What are the financial and physical-emotional consequences of vehicle hijacking?
- What are the social consequences of vehicle hijacking?
- And how does the financial and physical-emotional consequences contribute to the social consequences?
- What common trends can be identified to establish the effect that this crime has had on the social fabric in South Africa?
Understanding Hate Crimes And Recognizing VictimsJennifer York
Here are the key aspects of social constructionism as it relates to understanding terrorism:
- Social constructionism examines how humans jointly construct understandings of concepts and realities through social interactions and perceptions. There is no single objective reality.
- Definitions of terrorism are socially constructed - there is no universally agreed upon definition. What constitutes a terrorist act depends on social and political perspectives and contexts.
- Different societies, cultures, and political groups may construct the definition and understanding of terrorism in different and sometimes opposing ways based on their own perspectives and experiences.
- The social construction of terrorism influences politics, law, and conflict. How terrorism is defined and understood shapes counterterrorism policies and designations of terrorist groups. It influences the "
This document discusses several theories of criminal behavior and how it relates to socialization. It examines anomie theory, which suggests that crime can result when there is a disconnect between socially accepted goals and the means to achieve them. Labelling theory holds that acts only become deviant when labeled as such by others. The author also reviews right realism, which views crime as a matter of free will and advocates for harsher punishments, and left realism, which focuses more on victims and sees crime stemming from lack of resources and social skills due to one's background. Overall, the document argues that criminal behavior is linked to socialization through social structures, learning from others, social class influences, and societies' labeling of certain acts
1. Report contentThe report should demonstrate your understa.docxblondellchancy
1. Report content
The report should demonstrate your understanding of good project management and health and safety management as appropriate within the context of your chosen project and event.
The report will present the context/background of the chosen project, describe the project, and present student’s critical reflection and thoughts on the management of one particular event/issue of project. The impacts of the event/issue on (1) people, (2) cost, (3) time, (4) health and safety, (5) sustainability, and (6) Ethics will be explored. Using the theory and tools presented in the lectures across the module as well as their own independent research, students should suggest and discuss solutions to (1) overcome the challenges and manage the risks associated with the event/issue, and (2) improve the efficiency, sustainability and ethics of the management of the event/issue.
Appendices and references must be used to demonstrate study that has been undertaken and to provide sources for points made in the body of the report. This will include copies of any individual or group student work undertaken during the module.
The student should refer to the learning materials and readings provided across the module, but are also recommended to give appropriate regard to any additional useful material available online in terms of theory and practice.
.
1. Research the assessment process for ELL students in your state. W.docxblondellchancy
1. Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
2. Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
200-300
.
ASSIGMENT
Discussion Spark: Crime Victims
In recent years, specifically after mass shootings, some news media have been vocal about not over-publicizing the names of alleged perpetrators, so as not to popularize them. Instead, news media have been giving more attention to the names and faces of victims so as to memorialize them.
In this Discussion Spark, you consider the importance of focusing on crime victims. Why is it important to focus on them? How might focusing on victim’s aid in preventing crime?
By Day 3 of Week 1
In a minimum of
150 words
, describe why you believe it is important to focus on crime victims. Explain how focusing on the victims might help with crime prevention.
McGregor,J,2017. Crime ,news and the media . In A . Decker&R .Sarre(EDs.) ,The Palsgrave handbook of Australin and new zealand criminology ,crime and justice(pp.81-94).cham,Switzerland : Palsgrave Macmillan.
RUBRIC
Acceptable (A–B)
20 (80%) - 25 (100%)
Initial post is original and thought-provoking. Posting stimulates critical thinking. Relevance of the topic is demonstrated.
Articles
The mission of the National Center for Victims of Crime is to forge a national commitment to help victims of crime rebuild their lives. We are dedicated to serving individuals, families, and communities harmed by crime.
https://victimsofcrime.org/
https://ovc.ojp.gov/topics/victim-rights-and-services
Cyber Victimization Among Adolescents: Examining the Role of Routine Activity Theory.
Authors:
Kalia, Divya1
[email protected]
Aleem, Sheema2
Source:
Journal of Psychosocial Research. Jan-Jun2017, Vol. 12 Issue 1, p223-232. 10p. 7 Charts, 1 Graph.
Document Type:
Article
Subject Terms:
*COMPUTER crimes
*CRIME victims
*ADOLESCENT psychology
*ROUTINE activities theory (Criminology)
*TECHNOLOGICAL innovations
Author-Supplied Keywords:
Cyber victimization
Internet
Routine activity theory
Abstract:
Using data from 200 high school students, age 16-18 years, we examined the associations between components of routine activity theory and vulnerability to cyber victimization. In particular, we focused on whether engaging in certain online activities increased one’s ‘target suitability’ as a potential victim and also, how parental supervision helped increase or decrease such ‘suitability’ online so as for one to fall prey to cyber victimization, as hypothesized in the RAT. The results showed that victims and non-victims differed only on the components of target suitability and parental supervision. The present research successfully provides support for the applicability of the routine activity theory in studying the phenomenon of cyber victimization across males and females. Additionally, questions are raised about revamping the Routine Activity Theory in light of the ever increasing technological advancements and awareness of cybercrimes. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Psychosocial Research is the property of Prints Publications Pvt. Ltd. and.
Victimology is the study of victims and patterns of victimization. Certain groups are more likely to experience victimization based on factors like age, gender, race, and lifestyle. Younger individuals between 12-24 and males experience higher rates of victimization overall. Females are more likely to be victimized by someone they know, while males are equally likely to be victimized by strangers or acquaintances. Blacks, Native Americans, and Hispanics also experience higher rates of victimization than whites. Victim-precipitation and lifestyle theories suggest that victimization is influenced by a victim's behaviors and routines that increase contact with motivated offenders in the absence of a capable guardian against crime.
The Effect of Vehicle theft and hijacking - Dr Jaco BarkhuizenTracker Connect
The objectives of this study were to gather information in order to provide desired information to the following questions:
- How do victims experience the vehicle hijacking?
- What was the general make-up of the incident?
- What are the financial and physical-emotional consequences of vehicle hijacking?
- What are the social consequences of vehicle hijacking?
- And how does the financial and physical-emotional consequences contribute to the social consequences?
- What common trends can be identified to establish the effect that this crime has had on the social fabric in South Africa?
Understanding Hate Crimes And Recognizing VictimsJennifer York
Here are the key aspects of social constructionism as it relates to understanding terrorism:
- Social constructionism examines how humans jointly construct understandings of concepts and realities through social interactions and perceptions. There is no single objective reality.
- Definitions of terrorism are socially constructed - there is no universally agreed upon definition. What constitutes a terrorist act depends on social and political perspectives and contexts.
- Different societies, cultures, and political groups may construct the definition and understanding of terrorism in different and sometimes opposing ways based on their own perspectives and experiences.
- The social construction of terrorism influences politics, law, and conflict. How terrorism is defined and understood shapes counterterrorism policies and designations of terrorist groups. It influences the "
This document discusses several theories of criminal behavior and how it relates to socialization. It examines anomie theory, which suggests that crime can result when there is a disconnect between socially accepted goals and the means to achieve them. Labelling theory holds that acts only become deviant when labeled as such by others. The author also reviews right realism, which views crime as a matter of free will and advocates for harsher punishments, and left realism, which focuses more on victims and sees crime stemming from lack of resources and social skills due to one's background. Overall, the document argues that criminal behavior is linked to socialization through social structures, learning from others, social class influences, and societies' labeling of certain acts
1. Report contentThe report should demonstrate your understa.docxblondellchancy
1. Report content
The report should demonstrate your understanding of good project management and health and safety management as appropriate within the context of your chosen project and event.
The report will present the context/background of the chosen project, describe the project, and present student’s critical reflection and thoughts on the management of one particular event/issue of project. The impacts of the event/issue on (1) people, (2) cost, (3) time, (4) health and safety, (5) sustainability, and (6) Ethics will be explored. Using the theory and tools presented in the lectures across the module as well as their own independent research, students should suggest and discuss solutions to (1) overcome the challenges and manage the risks associated with the event/issue, and (2) improve the efficiency, sustainability and ethics of the management of the event/issue.
Appendices and references must be used to demonstrate study that has been undertaken and to provide sources for points made in the body of the report. This will include copies of any individual or group student work undertaken during the module.
The student should refer to the learning materials and readings provided across the module, but are also recommended to give appropriate regard to any additional useful material available online in terms of theory and practice.
.
1. Research the assessment process for ELL students in your state. W.docxblondellchancy
1. Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
2. Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
200-300
.
1. Review the three articles about Inflation that are of any choice..docxblondellchancy
1. Review the three articles about Inflation that are of any choice.
2. Locate two JOURNAL articles which discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources. in 1200 words
.
1. Read the RiskReport to see what requirements are.2. Read the .docxblondellchancy
1. Read the RiskReport to see what requirements are.
2. Read the Interim Risk Assessment to see the current state of paper that needs to be revised.
3. Use the RiskReport and the details below on what is missing to revise paper.
Feedback on changes needed to the Risk Assessment Plan
Risk Assessment Plan: Purpose does not make reference to BRI at all. Provide context. Scope, assumptions and constraints appear reasonable, but you can add an assumption or constraint regarding budget.
Need to elaborate on how risk is determine using the qualitative approach.
1. Title
IT Security Risk Assessment
2. Introduction
You are employed with Government Security Consultants, a subsidiary of Largo Corporation. As a member of IT security consultant team, one of your responsibilities is to ensure the security of assets as well as provide a secure environment for customers, partners and employees. You and the team play a key role in defining, implementing and maintaining the IT security strategy in organizations.
A government agency called the Bureau of Research and Intelligence (BRI) is tasked with gathering and analyzing information to support U.S. diplomats.
In a series of New York Times articles, BRI was exposed as being the victim of several security breaches. As a follow up, the United States Government Accountability Office (GAO) conducted a comprehensive review of the agency’s information security controls and identified numerous issues.
The head of the agency has contracted your company to conduct an IT security risk assessment on its operations. This risk assessment was determined to be necessary to address security gaps in the agency’s critical operational areas and to determine actions to close those gaps. It is also meant to ensure that the agency invests time and money in the right areas and does not waste resources. After conducting the assessment, you are to develop a final report that summarizes the findings and provides a set of recommendations. You are to convince the agency to implement your recommendations.
This learning activity focuses on IT security which is an overarching concern that involves practically all facets of an organization’s activities. You will learn about the key steps of preparing for and conducting a security risk assessment and how to present the findings to leaders and convince them into taking appropriate action.
Understanding security capabilities is basic to the core knowledge, skills, and abilities that IT personnel are expected to possess. Information security is a significant concern among every organization and it may spell success or failure of its mission. Effective IT professionals are expected to be up-to-date on trends in IT security, current threats and vulnerabilities, state-of-the-art security safeguards, and security policies and procedures. IT professionals must be able to communicate effectively (oral and written) to executive level management in a non-jargon, executive .
1. Quantitative According to the scoring criteria for the BAI, .docxblondellchancy
1. Quantitative: According to the scoring criteria for the BAI, a score of 21 or below indicates very low anxiety. What percentage of each group’s scores falls below that clinical cutoff?
Qualitative: Based on the qualitative responses, what percentage of the participants articulated a feeling of improvement?
.
1. Prof. Lennart Van der Zeil’s theorem says that any programmin.docxblondellchancy
1. Prof. Lennart Van der Zeil’s theorem says that any programming language is
complete
if it can be used to write a program to compute any computable number.
a. What is a computable number?
b. What is a non-computable number?
c. If all existing programming languages are complete why do we need more than one?
2. Two methodologies are used to transform programs written in a
source language
(also known as a
programmer-oriented language
, or a horizontal language, or a high-level language) into a
target language
(also known as a machine language, or a vertical language, or a low-level language). There is a static method called
translation
and a dynamic method called
interpretation
. Yet FORTRAN while 98% static ., uses interpretation for the Formatted I/O statement, similarly COBOL uses interpretation for the MOVE and MOVE CORRESPONDING statements; on the other hand, Java is fully interpretative except that in some programs and certain data sets it may invoke a JIT (Just In Time) compiler to execute a bit of static code
. Why do language designers mix these modalities if either is complete?
Hint: This is a long question with a short answer.
3. C and C++ store numerical arrays (matrices) in
row major
order and each index range must begin with 0; whereas FORTRAN stores arrays in
column major
order and the (default) index range starts (almost always) with 1. Engineers and scientists are often faced with the problem of converting a working program, or much more often a subroutine, from one language to another. Unfortunately, due to the index range difference (0 to n-1) in C/C++ and (1 to N) in FORTRAN, viewing one array as simply the transpose of the other will not suffice. What steps would you take to convert such a subroutine to compute the product of two matrices A(N,M) and B(M,N) to produce C(N,N) from FORTRAN to C++?
4. What was the major reason Jim Gosling invented Java? Did he succeed?
5. What are the four major features of C++ that were eliminated in Java? Why were they taken out? Why do we not miss them?
6. What was Kim Polese’ role at SUN Microsystems and why did she think Java should be positioned as a general purpose computer programming language? How did she accomplish this truly incredible feat, not done since Captain (later Admiral) Grace Murray Hopper, USN standardized COBOL in the early 1960s.
7. Describe briefly the role of women in the development of computer programming and computer programming languages. (Ada Lovelace, Betty Holberton, Grace Hopper, Mandaly Grems, Kim Polese, Laura Lemay)
8. What are the pros and cons of overloaded operators in C++? Java has only one, what is it?
9. State your own arguments for allowing mixed mode arithmetic statements. (See Ch 7)
10. What is BNF and why are meta-languages like BNF and EBNF used?
.
1. Review the results of your assessment using the explanation.docxblondellchancy
1. Review the results of your assessment using the explanation below.
2. Write at least 200 words describing the results, how you learn best, and how you will modify your study techniques to fit your learning style.
What do the results mean? Barbara Soloman, Coordinator of Advising, First Year College, North Carolina State University explains:
· Active Learners: tend to retain and understand information best by doing something active with it like discussing or explaining it to others. They enjoy group work.
· Reflective Learners: prefer to think about it quietly first. They prefer to work alone.
· Sensing Learners: tend to like learning facts. They are patient with details and good at memorizing things. They are practical and careful.
· Intuitive Learners: prefer discovering possibilities and relationships. They are good at grasping new concepts and are comfortable with abstractions and mathematical formulations. They are innovative and creative.
· Visual Learners: remember best what they see--pictures, diagrams, flowcharts, timelines, films, and demonstrations.
· Verbal Learners: get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.
· Sequential Learners: tend to gain understanding in linear steps, with each step following logically from the previous one. They follow logical steps when finding solutions.
· Global Learners: Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." They may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.
.
1. Search the internet and learn about the cases of nurses Julie.docxblondellchancy
1. Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt.
2. List and discuss lessons that you and all healthcare professionals can learn from these two cases.
3. Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases. Do you think the hospital administrators handled the situations legally and ethically?
4. In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?
5. Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.
All discussion boards should be submitted in APA style (7th edition
.
1. Qualitative or quantitative paperresearch required(Use stati.docxblondellchancy
1. Qualitative or quantitative paper/research required(Use statistics and numbers or facts.
2. Apply Statistics, numbers, research
3. Primary Sources explained
4. APA Formatting(Do not use the word “I”, do not use opinions in papers do not use “we”or pronouns)
5. Write a 5 page paper (8 in total-cover page and reference page), you can go over
APA FORMAT
5 scholarly sources
.
1. Prepare a one page paper on associative analysis. You may researc.docxblondellchancy
This document instructs the reader to prepare two one-page papers, with the first focusing on associative analysis and the second focusing on either decision trees or discriminant analysis with a comparison of the two. Both papers should be double spaced, cite sources using APA format, and allow for internet research to supplement the information provided.
1. Prepare a comparative table in which you contrast the charact.docxblondellchancy
1. Prepare a comparative table in which you contrast the characteristics and details of the origins and development of social work in the United States, Europe, Latin America and the Caribbean. Bring your comparison chart to the workshop to participate in a collaborative activity. The student will identify the most significant historical events in the United States that influenced the development and evolution of the Social Work profession.
2. Look for information on the following agencies:
1. National Association of Social Workers (NASW)
2. International Federation of Social Work (IFSW)
3. Association of Social Work Boards (ASWB)
4. Council on Social Work Education (CSWE)
Be prepared to participate in a collaborative activity during the workshop.
3. Write a reflective essay of at least two pages, and elaborate on the following aspects:
1. What is the current state of Social Work in the United States?
2. What do you focus on and what are the functions of current (modern) social work in the United States?
3. Explain the historical events that impacted the different ways of practicing social work.
Remember that an essay is made up of three basic parts: introduction, body or middle, and conclusion. In a reflective essay, the student must effectively combine the concepts and foundations of the discipline of study (definitions, history, prominent figures) with their experiences applicable to the topic of discussion or the guiding questions.
.
1. Portfolio part II a) APRN protocol also known as collab.docxblondellchancy
1.
Portfolio part II
a) APRN protocol also known as collaborative agreement with supervising physician(s).
b.) business proposal (refer to portfolio explanation/examples found on your BB lecture section.
There is an example of a business proposal. Use the example to create a brief business proposal with no more than two pages word or power point as your choice;
c.) Create a LinkedIn page and send me a proof of you creating the link.
.
1. Post the link to one news article, preferably a piece of rece.docxblondellchancy
1. Post the link to
one
news article, preferably a piece of recent news (2 points)
2. Explain
A) Which concepts (in which chapters) we learn in class is this news related to (4 points).
B) Specifically, how this concept is demonstrated in the news in your perspective (11 points).
.
1. Please explain fixed and flexible budgeting. Provide an examp.docxblondellchancy
1. Please explain fixed and flexible budgeting. Provide an example of budgeting for three
consecutive periods in which safety margin is included for flexibility
2. Explain statement of cash flows proforma and its significance in budgeting. Provide a
hypothetical example of a statement of cash flows in a manufacturing enterprise.
.
1. Open and print the Week 6 Assignment.2. The assignment .docxblondellchancy
1. Open and print the "Week 6 Assignment".
2. The assignment has four parts: A, B, C, and D.
(Part A has been created for use of the Access program where the data source recipients are to be created. However, if you do not have the Access program then you will need to create the data source recipients with the Excel program before you begin keying the letters for the mail merge. Also, If you are using Excel then be certain to create the label headers in each column with the data source recipient information beneath the headers. Whether you use Access or Excel you MUST save the data source in the Week 6 folder in which you will upload.
If you do not save the data source recipients in the folder then I am not able to grade your assignment
.)
3. Create a folder: [your last name]-Week6 (be sure to save to a disk device/hard drive NOT the desktop area.)
5. Complete the assignment as instructed and Save all work in [your last name]-Week6 folder.
6. Zip the folder and upload in the Week 6 Assignment Upload. DO NOT ATTACH THE FOLDER TO EMAIL, IT WILL NOT BE ACCEPTED. I will review the assignment and send you comments about the graded work.
.
1. Plato’s Republic takes as its point of departure the question of .docxblondellchancy
1. Plato’s Republic takes as its point of departure the question of the nature of:
A. JusticeB. ImmortalityC. TimeD. Equality
2. The most accurate way to describe Thrasymachus’ intervention onto the scene in Book I is:
A. He maintains that happiness is unattainable.B. He maintains that only the gods are just. C. He maintains that justice is the advantage of the strong.D. He maintains that justice and injustice are figments of the imagination.
3. In Book I, Thrasymachus’ ironic argument ad hominem is :
A. Socrates needs a wet-nurse.B. Socrates is ugly.C. Socrates should put himself to bed.D. Socrates should not have gone to last night’s banquet.
4. In Book II, Glaucon tells the myth of a ring, the point of which is to illustrate:
A. That we prize material goods above all else.B. That the rich decide what is just and unjust.C. That anyone will commit injustice when they can get away without punishment.D. That myth-telling is essential to philosophy.
5. In Book III, Socrates suggests the city adopt a noble lie, according to which:
A. There are three sorts of beings: humans, angels, and demons.B. Into our natures were mixed one of three metals: gold, silver, or bronze. C. Everyone will live virtuously in a just city.D. The just city lasts forever.
.
1. Objective Learn why and how to develop a plan that encompasses a.docxblondellchancy
1. Objective: Learn why and how to develop a plan that encompasses all components of a security system.
Use the information found at http://nces.ed.gov/pubs98/safetech/chapter5.asp
to research how determining possible physical threats may affect the choice of physical security countermeasures while planning new or updated security systems.
2. Objective: Determine the placement of physical barriers in integration with other components of the security system.
Research the different types of physical barriers and how they fit the needs of different types of facilities. Use the information found at
http://www.fs.fed.us/t-d/phys_sec/deter/index.htm.
APA Format , references & citations.
.
1. Open the attached Excel Assignment.xlsx” file and name it LastN.docxblondellchancy
1. Open the attached “Excel Assignment.xlsx” file and name it “LastName_FirstInitial - Excel Assignment.xlsx”. 2. Set the page orientation to landscape. Change the student name(s) to your name(s). 3. Wrap the text in the column headings A4:J4 and A14:H14 in Sheet 1 and set the column width to (approximately) 10 for columns B to J. 4. Calculate the Gross Pay (F5:F9) using the following formula: Pay Rate times Regular Hours plus 1.5 times Pay Rate times O/T Hours. 5. Display the Taxable Benefits (G5:I9) in the following way: apply a formula/function to allocate and return the appropriate weekly amount of Dental, Insurance, and Medical based on his/her Benefits Level and the corresponding taxable benefit to this code in Sheet 2. The assumptions, the taxable benefit rates, and the tax rates (all in Sheet 2) may be subject to changes, so all formulas should be created in a way so that they would reflect any changes in Sheet 2 automatically. 6. Calculate the Taxable Income (Gross Pay plus Taxable Benefits). 7. Use the Taxable Income (J5:J9) to automatically locate the Federal and Provincial Tax withholdings from the Tax Table on Sheet 2. For example: Federal Tax = Taxable Income * Federal Tax %. 8. Calculate the Employ. Insurance and Govt. Pension contributions based on the Gross Pay (Note: Gross Pay not Taxable Income). The contribution percentages are located in the Assumption area in Sheet 2. Calculate the Total Deductions as a sum of all deductions (Federal Tax, Provincial Tax, Employ. Insurance, and Govt. Pension). 9. Calculate the Net Amount by subtracting the Total Deductions from the Gross Pay. 10. Calculate the totals in B20:G20 11. Insert cheque number 121 in H15 and create a formula that will automatically number all the rest of cheques in sequence. 12. Format the title as Arial 16 pt., bold, italic and merge and centre it across columns A:J. 13. Format all dollar values as: number, 2 decimal places, 1,000 separators and no dollar sign. 14. Centre the contents of the Benefits Level (B5:B9) and the Cheque No. (H15:H19) columns. 15. Format the borders and headings as shown in the example below.
.
1. must be a research article from either pubmed or google scholar..docxblondellchancy
1. must be a research article from either pubmed or google scholar.
2. the article you select must have an abstract, introduction/ background, materials &methods, results, conclusion
3. summarize the article you selected
4. no plagiarism
5. must include reference
.
1. Name the two main parts of the MLA citation format. One part goes.docxblondellchancy
1. Name the two main parts of the MLA citation format. One part goes after each quote, and the other is included at the end of the paper.
2. Tell how the first part relates to the second part. How do they work together? (Mention both parts in your answer.)
3. The Work Cited entry for a source must give a reader the information needed to do what?
4. Is it okay for the parenthetical citation to show the title of the source, while the WC entry for that source begins with the author’s name? Why or why not?
5. Written before a direct quote, what does an introductory phrase or clause do?
6. What goes into a parenthetical citation, normally?
.
1. Mrs. Farmer provided defamatory and fraudulent information to W.docxblondellchancy
1. Mrs. Farmer provided defamatory and fraudulent information to Whitney Young Elementary School who offered me a contract on April 27, 2018 and rescinded the offer in contract on May 2, 2018, citing lack of classroom management.
2. The Intervention Plan that was provided by administrator was based on illegal reasons as there was not any academic issues while similarly situated employees were not placed on this plan with failing scores. Nevertheless, based on 2016-2017 STAAR scores, students were showing growth. In short, Mrs. Farmer singled out employees with whom she does not personally like.
3. Administrators refused to assist with discipline issues as Dunbar Elementary School is a low performing school with severe discipline issues.
4. Administrators did not follow policies when I was injured on December 12, 2017 by a violent student. These people refused to file an accident report, used my absences against me while knowing that I was hurt on the job.
5. Farmer called me while I was on medical leave and said, “This job is not for you!”
6. I have been publicly humiliated by the school principal in meetings and singled out which has created a hostile work environment.
7. When Farmer comes to observe my class, she corrects me in front of my students and refuses to assist me with discipline support, despite the fact, that I have followed the necessary discipline steps. As a result, my discipline authority has been undermined.
8. Farmer has threatened to write me up if I remove disruptive students from my class while TEA empowers teachers with the ability to teach without their instruction being impeded.
9. My students in 5th grade and 2nd grade grew significantly on various norm reference assessment.
10. My principal has intentionally falsified teaching and learning activities in my classroom to support her personal agenda to ultimately non-renew my contract.
6/19/2018 MyData Portal
https://mydata.dallasisd.org/PORT/ACP_RESULTS/P_Default_C1.jsp?ENRLL=CURRENT&SLN=139&TL=ROBICHEAUX&TF=MICHAEL&EMPID=79… 1/1
ACP 2017 Fall (Semester 1): Results & Analysis
Current Enrollment as of 06/01/2018
PAUL L. DUNBAR LEARNING CENTER (139)
Test: Grade 2 Mathematics Sem 1 (1021173)
Course: All Section: All Teacher: MICHAEL ROBICHEAUX Student Group: All
Student
Group
Number Scored Percentage Passing Average Scale Score Average Percentage Correct
Roster School Feeder DISD Roster School Feeder DISD Roster School Feeder DISD Roster School Feeder DISD
All 34 80 777 11032 61.8 65.0 71.7 81.5 75.4 74.5 77.9 82.7 63.2 61.8 66.9 74.0
Hispanic 4 17 338 7725 75.0 70.6 77.8 83.6 76.8 73.4 79.7 83.5 65.5 60.2 69.7 75.2
African American 30 60 414 2350 60.0 61.7 66.7 72.0 75.2 74.1 76.2 78.3 62.9 61.2 64.4 67.5
Special Education 4 6 51 789 25.0 16.7 45.1 54.9 64.5 59.8 69.9 72.3 46.4 39.7 54.8 58.4
EL 1 12 268 5688 100.0 83.3 79.1 83.3 71.0 77.1 79.9 83.3 57.1 65.9 70.0 75.0
TAG 4 9 120 1919 100.0 100.0 91.7 98.1 86.2 84.9 86.9 92.5.
1. Most people are not scientifically literate, should they stil.docxblondellchancy
1. Most people are not scientifically literate, should they still be allowed to vote? Explain your answer.
2. What measures would you consider ethical and moral, if any, to ensure that the voting public is educated to cast their votes based on the correct interpretation of factual data instead of the influence of fake news? Explain the rationale for your proposed measures.
.
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.
1. Review the three articles about Inflation that are of any choice..docxblondellchancy
1. Review the three articles about Inflation that are of any choice.
2. Locate two JOURNAL articles which discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources. in 1200 words
.
1. Read the RiskReport to see what requirements are.2. Read the .docxblondellchancy
1. Read the RiskReport to see what requirements are.
2. Read the Interim Risk Assessment to see the current state of paper that needs to be revised.
3. Use the RiskReport and the details below on what is missing to revise paper.
Feedback on changes needed to the Risk Assessment Plan
Risk Assessment Plan: Purpose does not make reference to BRI at all. Provide context. Scope, assumptions and constraints appear reasonable, but you can add an assumption or constraint regarding budget.
Need to elaborate on how risk is determine using the qualitative approach.
1. Title
IT Security Risk Assessment
2. Introduction
You are employed with Government Security Consultants, a subsidiary of Largo Corporation. As a member of IT security consultant team, one of your responsibilities is to ensure the security of assets as well as provide a secure environment for customers, partners and employees. You and the team play a key role in defining, implementing and maintaining the IT security strategy in organizations.
A government agency called the Bureau of Research and Intelligence (BRI) is tasked with gathering and analyzing information to support U.S. diplomats.
In a series of New York Times articles, BRI was exposed as being the victim of several security breaches. As a follow up, the United States Government Accountability Office (GAO) conducted a comprehensive review of the agency’s information security controls and identified numerous issues.
The head of the agency has contracted your company to conduct an IT security risk assessment on its operations. This risk assessment was determined to be necessary to address security gaps in the agency’s critical operational areas and to determine actions to close those gaps. It is also meant to ensure that the agency invests time and money in the right areas and does not waste resources. After conducting the assessment, you are to develop a final report that summarizes the findings and provides a set of recommendations. You are to convince the agency to implement your recommendations.
This learning activity focuses on IT security which is an overarching concern that involves practically all facets of an organization’s activities. You will learn about the key steps of preparing for and conducting a security risk assessment and how to present the findings to leaders and convince them into taking appropriate action.
Understanding security capabilities is basic to the core knowledge, skills, and abilities that IT personnel are expected to possess. Information security is a significant concern among every organization and it may spell success or failure of its mission. Effective IT professionals are expected to be up-to-date on trends in IT security, current threats and vulnerabilities, state-of-the-art security safeguards, and security policies and procedures. IT professionals must be able to communicate effectively (oral and written) to executive level management in a non-jargon, executive .
1. Quantitative According to the scoring criteria for the BAI, .docxblondellchancy
1. Quantitative: According to the scoring criteria for the BAI, a score of 21 or below indicates very low anxiety. What percentage of each group’s scores falls below that clinical cutoff?
Qualitative: Based on the qualitative responses, what percentage of the participants articulated a feeling of improvement?
.
1. Prof. Lennart Van der Zeil’s theorem says that any programmin.docxblondellchancy
1. Prof. Lennart Van der Zeil’s theorem says that any programming language is
complete
if it can be used to write a program to compute any computable number.
a. What is a computable number?
b. What is a non-computable number?
c. If all existing programming languages are complete why do we need more than one?
2. Two methodologies are used to transform programs written in a
source language
(also known as a
programmer-oriented language
, or a horizontal language, or a high-level language) into a
target language
(also known as a machine language, or a vertical language, or a low-level language). There is a static method called
translation
and a dynamic method called
interpretation
. Yet FORTRAN while 98% static ., uses interpretation for the Formatted I/O statement, similarly COBOL uses interpretation for the MOVE and MOVE CORRESPONDING statements; on the other hand, Java is fully interpretative except that in some programs and certain data sets it may invoke a JIT (Just In Time) compiler to execute a bit of static code
. Why do language designers mix these modalities if either is complete?
Hint: This is a long question with a short answer.
3. C and C++ store numerical arrays (matrices) in
row major
order and each index range must begin with 0; whereas FORTRAN stores arrays in
column major
order and the (default) index range starts (almost always) with 1. Engineers and scientists are often faced with the problem of converting a working program, or much more often a subroutine, from one language to another. Unfortunately, due to the index range difference (0 to n-1) in C/C++ and (1 to N) in FORTRAN, viewing one array as simply the transpose of the other will not suffice. What steps would you take to convert such a subroutine to compute the product of two matrices A(N,M) and B(M,N) to produce C(N,N) from FORTRAN to C++?
4. What was the major reason Jim Gosling invented Java? Did he succeed?
5. What are the four major features of C++ that were eliminated in Java? Why were they taken out? Why do we not miss them?
6. What was Kim Polese’ role at SUN Microsystems and why did she think Java should be positioned as a general purpose computer programming language? How did she accomplish this truly incredible feat, not done since Captain (later Admiral) Grace Murray Hopper, USN standardized COBOL in the early 1960s.
7. Describe briefly the role of women in the development of computer programming and computer programming languages. (Ada Lovelace, Betty Holberton, Grace Hopper, Mandaly Grems, Kim Polese, Laura Lemay)
8. What are the pros and cons of overloaded operators in C++? Java has only one, what is it?
9. State your own arguments for allowing mixed mode arithmetic statements. (See Ch 7)
10. What is BNF and why are meta-languages like BNF and EBNF used?
.
1. Review the results of your assessment using the explanation.docxblondellchancy
1. Review the results of your assessment using the explanation below.
2. Write at least 200 words describing the results, how you learn best, and how you will modify your study techniques to fit your learning style.
What do the results mean? Barbara Soloman, Coordinator of Advising, First Year College, North Carolina State University explains:
· Active Learners: tend to retain and understand information best by doing something active with it like discussing or explaining it to others. They enjoy group work.
· Reflective Learners: prefer to think about it quietly first. They prefer to work alone.
· Sensing Learners: tend to like learning facts. They are patient with details and good at memorizing things. They are practical and careful.
· Intuitive Learners: prefer discovering possibilities and relationships. They are good at grasping new concepts and are comfortable with abstractions and mathematical formulations. They are innovative and creative.
· Visual Learners: remember best what they see--pictures, diagrams, flowcharts, timelines, films, and demonstrations.
· Verbal Learners: get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.
· Sequential Learners: tend to gain understanding in linear steps, with each step following logically from the previous one. They follow logical steps when finding solutions.
· Global Learners: Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." They may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.
.
1. Search the internet and learn about the cases of nurses Julie.docxblondellchancy
1. Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt.
2. List and discuss lessons that you and all healthcare professionals can learn from these two cases.
3. Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases. Do you think the hospital administrators handled the situations legally and ethically?
4. In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?
5. Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.
All discussion boards should be submitted in APA style (7th edition
.
1. Qualitative or quantitative paperresearch required(Use stati.docxblondellchancy
1. Qualitative or quantitative paper/research required(Use statistics and numbers or facts.
2. Apply Statistics, numbers, research
3. Primary Sources explained
4. APA Formatting(Do not use the word “I”, do not use opinions in papers do not use “we”or pronouns)
5. Write a 5 page paper (8 in total-cover page and reference page), you can go over
APA FORMAT
5 scholarly sources
.
1. Prepare a one page paper on associative analysis. You may researc.docxblondellchancy
This document instructs the reader to prepare two one-page papers, with the first focusing on associative analysis and the second focusing on either decision trees or discriminant analysis with a comparison of the two. Both papers should be double spaced, cite sources using APA format, and allow for internet research to supplement the information provided.
1. Prepare a comparative table in which you contrast the charact.docxblondellchancy
1. Prepare a comparative table in which you contrast the characteristics and details of the origins and development of social work in the United States, Europe, Latin America and the Caribbean. Bring your comparison chart to the workshop to participate in a collaborative activity. The student will identify the most significant historical events in the United States that influenced the development and evolution of the Social Work profession.
2. Look for information on the following agencies:
1. National Association of Social Workers (NASW)
2. International Federation of Social Work (IFSW)
3. Association of Social Work Boards (ASWB)
4. Council on Social Work Education (CSWE)
Be prepared to participate in a collaborative activity during the workshop.
3. Write a reflective essay of at least two pages, and elaborate on the following aspects:
1. What is the current state of Social Work in the United States?
2. What do you focus on and what are the functions of current (modern) social work in the United States?
3. Explain the historical events that impacted the different ways of practicing social work.
Remember that an essay is made up of three basic parts: introduction, body or middle, and conclusion. In a reflective essay, the student must effectively combine the concepts and foundations of the discipline of study (definitions, history, prominent figures) with their experiences applicable to the topic of discussion or the guiding questions.
.
1. Portfolio part II a) APRN protocol also known as collab.docxblondellchancy
1.
Portfolio part II
a) APRN protocol also known as collaborative agreement with supervising physician(s).
b.) business proposal (refer to portfolio explanation/examples found on your BB lecture section.
There is an example of a business proposal. Use the example to create a brief business proposal with no more than two pages word or power point as your choice;
c.) Create a LinkedIn page and send me a proof of you creating the link.
.
1. Post the link to one news article, preferably a piece of rece.docxblondellchancy
1. Post the link to
one
news article, preferably a piece of recent news (2 points)
2. Explain
A) Which concepts (in which chapters) we learn in class is this news related to (4 points).
B) Specifically, how this concept is demonstrated in the news in your perspective (11 points).
.
1. Please explain fixed and flexible budgeting. Provide an examp.docxblondellchancy
1. Please explain fixed and flexible budgeting. Provide an example of budgeting for three
consecutive periods in which safety margin is included for flexibility
2. Explain statement of cash flows proforma and its significance in budgeting. Provide a
hypothetical example of a statement of cash flows in a manufacturing enterprise.
.
1. Open and print the Week 6 Assignment.2. The assignment .docxblondellchancy
1. Open and print the "Week 6 Assignment".
2. The assignment has four parts: A, B, C, and D.
(Part A has been created for use of the Access program where the data source recipients are to be created. However, if you do not have the Access program then you will need to create the data source recipients with the Excel program before you begin keying the letters for the mail merge. Also, If you are using Excel then be certain to create the label headers in each column with the data source recipient information beneath the headers. Whether you use Access or Excel you MUST save the data source in the Week 6 folder in which you will upload.
If you do not save the data source recipients in the folder then I am not able to grade your assignment
.)
3. Create a folder: [your last name]-Week6 (be sure to save to a disk device/hard drive NOT the desktop area.)
5. Complete the assignment as instructed and Save all work in [your last name]-Week6 folder.
6. Zip the folder and upload in the Week 6 Assignment Upload. DO NOT ATTACH THE FOLDER TO EMAIL, IT WILL NOT BE ACCEPTED. I will review the assignment and send you comments about the graded work.
.
1. Plato’s Republic takes as its point of departure the question of .docxblondellchancy
1. Plato’s Republic takes as its point of departure the question of the nature of:
A. JusticeB. ImmortalityC. TimeD. Equality
2. The most accurate way to describe Thrasymachus’ intervention onto the scene in Book I is:
A. He maintains that happiness is unattainable.B. He maintains that only the gods are just. C. He maintains that justice is the advantage of the strong.D. He maintains that justice and injustice are figments of the imagination.
3. In Book I, Thrasymachus’ ironic argument ad hominem is :
A. Socrates needs a wet-nurse.B. Socrates is ugly.C. Socrates should put himself to bed.D. Socrates should not have gone to last night’s banquet.
4. In Book II, Glaucon tells the myth of a ring, the point of which is to illustrate:
A. That we prize material goods above all else.B. That the rich decide what is just and unjust.C. That anyone will commit injustice when they can get away without punishment.D. That myth-telling is essential to philosophy.
5. In Book III, Socrates suggests the city adopt a noble lie, according to which:
A. There are three sorts of beings: humans, angels, and demons.B. Into our natures were mixed one of three metals: gold, silver, or bronze. C. Everyone will live virtuously in a just city.D. The just city lasts forever.
.
1. Objective Learn why and how to develop a plan that encompasses a.docxblondellchancy
1. Objective: Learn why and how to develop a plan that encompasses all components of a security system.
Use the information found at http://nces.ed.gov/pubs98/safetech/chapter5.asp
to research how determining possible physical threats may affect the choice of physical security countermeasures while planning new or updated security systems.
2. Objective: Determine the placement of physical barriers in integration with other components of the security system.
Research the different types of physical barriers and how they fit the needs of different types of facilities. Use the information found at
http://www.fs.fed.us/t-d/phys_sec/deter/index.htm.
APA Format , references & citations.
.
1. Open the attached Excel Assignment.xlsx” file and name it LastN.docxblondellchancy
1. Open the attached “Excel Assignment.xlsx” file and name it “LastName_FirstInitial - Excel Assignment.xlsx”. 2. Set the page orientation to landscape. Change the student name(s) to your name(s). 3. Wrap the text in the column headings A4:J4 and A14:H14 in Sheet 1 and set the column width to (approximately) 10 for columns B to J. 4. Calculate the Gross Pay (F5:F9) using the following formula: Pay Rate times Regular Hours plus 1.5 times Pay Rate times O/T Hours. 5. Display the Taxable Benefits (G5:I9) in the following way: apply a formula/function to allocate and return the appropriate weekly amount of Dental, Insurance, and Medical based on his/her Benefits Level and the corresponding taxable benefit to this code in Sheet 2. The assumptions, the taxable benefit rates, and the tax rates (all in Sheet 2) may be subject to changes, so all formulas should be created in a way so that they would reflect any changes in Sheet 2 automatically. 6. Calculate the Taxable Income (Gross Pay plus Taxable Benefits). 7. Use the Taxable Income (J5:J9) to automatically locate the Federal and Provincial Tax withholdings from the Tax Table on Sheet 2. For example: Federal Tax = Taxable Income * Federal Tax %. 8. Calculate the Employ. Insurance and Govt. Pension contributions based on the Gross Pay (Note: Gross Pay not Taxable Income). The contribution percentages are located in the Assumption area in Sheet 2. Calculate the Total Deductions as a sum of all deductions (Federal Tax, Provincial Tax, Employ. Insurance, and Govt. Pension). 9. Calculate the Net Amount by subtracting the Total Deductions from the Gross Pay. 10. Calculate the totals in B20:G20 11. Insert cheque number 121 in H15 and create a formula that will automatically number all the rest of cheques in sequence. 12. Format the title as Arial 16 pt., bold, italic and merge and centre it across columns A:J. 13. Format all dollar values as: number, 2 decimal places, 1,000 separators and no dollar sign. 14. Centre the contents of the Benefits Level (B5:B9) and the Cheque No. (H15:H19) columns. 15. Format the borders and headings as shown in the example below.
.
1. must be a research article from either pubmed or google scholar..docxblondellchancy
1. must be a research article from either pubmed or google scholar.
2. the article you select must have an abstract, introduction/ background, materials &methods, results, conclusion
3. summarize the article you selected
4. no plagiarism
5. must include reference
.
1. Name the two main parts of the MLA citation format. One part goes.docxblondellchancy
1. Name the two main parts of the MLA citation format. One part goes after each quote, and the other is included at the end of the paper.
2. Tell how the first part relates to the second part. How do they work together? (Mention both parts in your answer.)
3. The Work Cited entry for a source must give a reader the information needed to do what?
4. Is it okay for the parenthetical citation to show the title of the source, while the WC entry for that source begins with the author’s name? Why or why not?
5. Written before a direct quote, what does an introductory phrase or clause do?
6. What goes into a parenthetical citation, normally?
.
1. Mrs. Farmer provided defamatory and fraudulent information to W.docxblondellchancy
1. Mrs. Farmer provided defamatory and fraudulent information to Whitney Young Elementary School who offered me a contract on April 27, 2018 and rescinded the offer in contract on May 2, 2018, citing lack of classroom management.
2. The Intervention Plan that was provided by administrator was based on illegal reasons as there was not any academic issues while similarly situated employees were not placed on this plan with failing scores. Nevertheless, based on 2016-2017 STAAR scores, students were showing growth. In short, Mrs. Farmer singled out employees with whom she does not personally like.
3. Administrators refused to assist with discipline issues as Dunbar Elementary School is a low performing school with severe discipline issues.
4. Administrators did not follow policies when I was injured on December 12, 2017 by a violent student. These people refused to file an accident report, used my absences against me while knowing that I was hurt on the job.
5. Farmer called me while I was on medical leave and said, “This job is not for you!”
6. I have been publicly humiliated by the school principal in meetings and singled out which has created a hostile work environment.
7. When Farmer comes to observe my class, she corrects me in front of my students and refuses to assist me with discipline support, despite the fact, that I have followed the necessary discipline steps. As a result, my discipline authority has been undermined.
8. Farmer has threatened to write me up if I remove disruptive students from my class while TEA empowers teachers with the ability to teach without their instruction being impeded.
9. My students in 5th grade and 2nd grade grew significantly on various norm reference assessment.
10. My principal has intentionally falsified teaching and learning activities in my classroom to support her personal agenda to ultimately non-renew my contract.
6/19/2018 MyData Portal
https://mydata.dallasisd.org/PORT/ACP_RESULTS/P_Default_C1.jsp?ENRLL=CURRENT&SLN=139&TL=ROBICHEAUX&TF=MICHAEL&EMPID=79… 1/1
ACP 2017 Fall (Semester 1): Results & Analysis
Current Enrollment as of 06/01/2018
PAUL L. DUNBAR LEARNING CENTER (139)
Test: Grade 2 Mathematics Sem 1 (1021173)
Course: All Section: All Teacher: MICHAEL ROBICHEAUX Student Group: All
Student
Group
Number Scored Percentage Passing Average Scale Score Average Percentage Correct
Roster School Feeder DISD Roster School Feeder DISD Roster School Feeder DISD Roster School Feeder DISD
All 34 80 777 11032 61.8 65.0 71.7 81.5 75.4 74.5 77.9 82.7 63.2 61.8 66.9 74.0
Hispanic 4 17 338 7725 75.0 70.6 77.8 83.6 76.8 73.4 79.7 83.5 65.5 60.2 69.7 75.2
African American 30 60 414 2350 60.0 61.7 66.7 72.0 75.2 74.1 76.2 78.3 62.9 61.2 64.4 67.5
Special Education 4 6 51 789 25.0 16.7 45.1 54.9 64.5 59.8 69.9 72.3 46.4 39.7 54.8 58.4
EL 1 12 268 5688 100.0 83.3 79.1 83.3 71.0 77.1 79.9 83.3 57.1 65.9 70.0 75.0
TAG 4 9 120 1919 100.0 100.0 91.7 98.1 86.2 84.9 86.9 92.5.
1. Most people are not scientifically literate, should they stil.docxblondellchancy
1. Most people are not scientifically literate, should they still be allowed to vote? Explain your answer.
2. What measures would you consider ethical and moral, if any, to ensure that the voting public is educated to cast their votes based on the correct interpretation of factual data instead of the influence of fake news? Explain the rationale for your proposed measures.
.
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.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. 5
The Ongoing Controversy over
Shared Responsibility
CHAPTER OUTLINE
How Some Victims Contribute to the Crime Problem
Repeat and Chronic Victims: Learning from Past
Mistakes?
The Entire Spectrum of Possibilities: Recognizing
Complete Innocence and Full Responsibility
Who or What Is to Blame for Specific Incidents?
What Is Victim Blaming?
What Is Victim Defending?
What Is System Blaming?
Mistakes Individuals Make: Facilitation
How Many Burglaries Were Victim-Facilitated?
How Many Vehicle Thefts Were Victim-Facilitated?
How Many Identity Thefts Were Victim-Facilitated?
Victim Precipitation and Provocation
How Many Violent Crimes Were Precipitated or
Provoked?
Transcending Victim Blaming and Victim Defending:
System Blaming
2. The Importance of Determining Responsibility in the
Criminal Justice Process
Applying Deterrence Theory to Victims
Theorizing About Risk Factors: Figuring Out Why
Certain Groups Suffer More Often Than Others
Why Various Groups Experience Differential Risks:
Routine Activities and Specific Lifestyles
Some Victims Were Criminals: The Equivalent Group
Explanation
What’s the Difference Between Crime Prevention and
Victimization Prevention?
Reducing Risks: How Safe Is Safe Enough?
Ambivalence About Risk Taking
Summary
Key Terms Defined in the Glossary
Questions for Discussion and Debate
Critical Thinking Questions
Suggested Research Projects
LEARNING OBJECTIVES
To realize why the concept of shared responsibility is
so controversial.
4. HOW SOME VICTIMS CONTRIBUTE TO
THE CRIME PROBLEM
The first few criminologists drawn to the study of
victims were enthusiastic about the concept of
shared responsibility as a possible explanation
for why a particular person was harmed by a certain
offender. By raising questions previous researchers
had overlooked about victim proneness, individual
vulnerability, and personal accountability for one’s
misfortunes, they believed they were developing a
more complete explanation about why laws are
broken and people get hurt. But they also touched
off a controversy within victimology as well as in
the arena of public opinion that still rages today.
Consider these situations:
■ A motorist shows no concern about where he
parks his car, even though he knows that it
ranks high on the list of most frequently stolen
vehicles. Sure enough, after he leaves it
unlocked on a dark quiet street, it is gone when
he comes back the next morning.
■ A college student tosses out bank statements
and credit card bills without worrying whether
personal information in them will end up in
the wrong hands. Her carelessly discarded
paperwork enables an identity thief to open up
a credit card account and run up a large balance
in her name.
■ A man gets drunk at a bar, even though he is
among complete strangers, and recklessly
5. begins to stare at a woman who is sitting next
to her formidable-looking boyfriend. They
exchange insults, and the jealous boyfriend
beats him up.
Until victimology emerged, mainstream crimi-
nology had consistently ignored the role that
injured parties might play in setting the stage for
lawless behavior. Victimologists have pledged to
correct this imbalance by objectively examining all
kinds of situations to determine whether people
who were harmed might have played a part in
their own downfall.
Thus, victimologists have gone beyond
offender-oriented explanations that attribute law-
breaking solely to the exercise of free will by the
wrongdoer. Victimologists suggest that certain
criminal incidents be viewed as the outgrowths of
a process of interaction between two parties. What
has emerged is a dynamic model that takes into
account initiatives and responses, actions and reac-
tions, and each participant’s motives and intentions.
Several expressions coined by the pioneers of
victimology capture their enthusiasm for examining
interactions: the “duet frame of reference” (Von
Hentig, 1941), the “penal couple” (Mendelsohn,
1956), and the “doer–sufferer relationship” (Ellenber-
ger, 1955). Reconstructing the situation preceding
the incident can provide a more balanced and com-
plete picture of what happened, who did what to
whom and why, and thereby represents an
improvement over earlier one-sided, static,
perpetrator-centered accounts (Fattah, 1979).
6. LEARNING OBJECTIVES
continued
To understand the distinctions between victim facilita-
tion, precipitation, and provocation.
To be able to apply the concepts of victim facilitation,
victim blaming, and victim defending to burglary,
automobile theft, and identity theft.
To be able to apply the concepts of victim precipitation,
victim provocation, victim blaming, victim defending,
and system blaming to murder and robbery.
To realize what is at stake in the debate between victim
blamers and victim defenders.
To be able to recognize the institutional roots of crime,
which overshadow the victim’s role.
To become familiar with the competing theories that
attempt to explain why some groups suffer higher
victimization rates than others.
To recognize how the issue of shared responsibility
impacts the operations of the criminal justice system.
To debate the appropriate role of risk management and
risk reduction strategies in everyday life.
To appreciate the difference between crime prevention
and victimization prevention.
TH E O N G OI N G C O N T RO V E R SY O V E R S H A R E
D RE S P O N SI B I L I T Y 135
8. nonvictims? Do individuals who get targeted think or
act differently from those who don’t?”
Just posing these questions immediately raises
the possibility of shared responsibility. Victimologists
have borrowed the terminology of the legal system,
traditionally used to describe criminal behavior, to
describe the motives and actions of the injured parties
as well. The words responsibility, culpability, guilt, and
blame crop up routinely in discussions based on
dynamic, situational accounts of the interactions
between two people. In the broadest sense, the con-
cept of shared responsibility implies that certain
persons—not just their offenders—did something
“wrong.” Adopting this framework leads to the prop-
osition that some—but certainly not all—of the indi-
viduals who were hurt or experienced losses did not
do all they could have done to limit their exposure to
dangerous people or threatening circumstances, or to
abort confrontations that were escalating.
REPEAT AND CHRONIC VICTIMS:
LEARNING FROM PAST MISTAKES?
One day in October, a woman hears someone
banging on her front door. She opens it and sees her
neighbor, a 21-year-old man, lying on his back.
He pleads, “Call 911, I’m dying.” The ambulance
rushes the man to a nearby hospital, but he is dead on
arrival. Detectives discover that he had been shot at
on two different occasions a few days apart back in
July, and briefly hospitalized from the second attack.
However, the alleged assassin in those two prior armed
assaults was still in jail awaiting trial at the time of
the third shooting. (Koehler, 2011)
9. Researchers looking for clear-cut cases of
shared responsibility often focus on individuals
who have suffered a series of thefts or attacks.
Offenders seem to set their sights on certain indi-
viduals and households more than once during a
given period of time. “Repeat victims” are bur-
dened twice. Suffering three or more times during
a relatively short time span qualifies a person for
the dubious distinction of being a “chronic
victim.” Having been hurt in the past turns out
to be the single best predictor of becoming
harmed again in that very same way—or by
some other perpetrator or from some other type
of offense. Furthermore, the greater the number of
prior victimizations, the higher the likelihood will
be of trouble in the near future. Revictimization
often takes place soon after the initial incident, and
then the risks begin to decline as time passes. All
these incidents are most likely to break out in very
localized high-crime areas, dubbed hot spots. Just
as a great many crimes can be traced back to just a
few perpetrators, a relatively small number of
individuals—termed “hot dots”—often sustain a
large proportion of these attacks. If the police
can recognize these recurring patterns by applying
their knowledge about the suspected offenders,
the likely scenes of the crimes, and the probable
targets, then they can become effective guardians
to head off further trouble (Pease and Laycock,
1996).
Such “series incidents” accounted for about
1 percent of all victimizations and 4 percent of all
episodes of violence disclosed to NCVS inter-
viewers in 2013 (Truman and Langton, 2014).
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longitudinal study. The goal would be to empower
these individuals to reduce their risks of future tur-
moil, to improve social support programs and
police interventions intended to help them, and
to further the development of victim-centered the-
ories that explain the disproportionate burdens cer-
tain persons endure (Farrell et al., 2001).
One implication of this focus on revictimiza-
tion and victim careers is that particular individuals
might be making the same mistakes over and
over again. Maybe they periodically permit their
judgment to become clouded by drinking too
much, by failing to safeguard their personal
property, by allowing themselves to become
isolated from bystanders who could intervene in
their behalf, or by hanging out with persons
known to be armed and dangerous. The most
well-documented examples include bank branches
suffering holdups frequently, residences being bur-
glarized a number of times, cars getting broken into
on a regular basis, battered wives getting struck
repeatedly, and bullied children being picked on
by a series of tormentors. Yet their unfortunate
12. track records may not be entirely their fault,
according to crime analysts working on behalf of
police departments who look for patterns that
may indicate where offenders will strike next and
precisely whom they might target. These analysts
have come up with two primary reasons to account
for repeat victimizations: a boost explanation that
focuses on the offender’s abilities, and a flag expla-
nation that emphasizes target vulnerability (see
Weisel, 2005).
Boost explanations of repeat victimizations
point out that career criminals gain important
information about the people and places they
repeatedly attack based on firsthand knowledge
from the successful perpetration of their initial
illegal act. They use this inside information to
plan their next attack against the same target.
Examples of boost explanations would be that
burglars learn when a particular home is unoccu-
pied or how to circumvent a certain warehouse’s
alarm system. Car thieves figure out how to open
the door of a specific make and model of car with-
out a key. Robbers discover where a storekeeper
hides his cash right before closing time. In con-
trast, flag explanations of repeat victimizations are
victim-centered. They point out that unusually
vulnerable or attractive targets might suffer the
depredations of a number of different offenders
as opposed to the same criminal over and over.
For example, apartments with sliding glass doors
are easily broken into, convenience stores that are
open around the clock are always accessible to
desperate shoplifters and robbers, and taxi drivers
and pizza deliverers are particularly easy to rob of
13. the cash they are carrying (Weisel, 2005).
THE ENTIRE SPECTRUM OF
POSSIBILITIES: RECOGNIZING
COMPLETE INNOCENCE AND FULL
RESPONSIBILITY
A typology is a classification system that aids in the
understanding of what a group has in common and
how it differs from others. Over the decades, victi-
mologists have devised many typologies to try to
illustrate the degree of shared responsibility, if any,
that injured parties might bear in particular incidents.
Some of the categories of people identified in typol-
ogies include those who are “ideal” (above criticism),
“culturally legitimate and appropriate” (seen as fair
game, outcasts), “deserving” (asking for trouble),
“consenting” (willing), and “recidivist” (chronic)
(see Fattah, 1991; also Mendelsohn, 1956; Fattah,
1967; Lamborn, 1968; Schafer, 1977; Sheley, 1979).
Up to this point, the degree of responsibility a
victim might share with an offender has ranged
from “some” to a “great deal.” But the spectrum
of possibilities extends further in each direction.
A typology of shared responsibility must include
at least two more categories in order to be exhaus-
tive. At one extreme is “no shared responsibility at
all” or complete innocence. The other endpoint
can be labeled as full responsibility.
Several teenagers have a beef with some boys across
the street. They go up to the roof of a nearby building
and start shooting at the rival group using an auto-
matic pistol. A 34-year-old mother, who is waiting to
15. wounded by the stray bullets. (Baker and Maag,
2011)
Completely innocent individuals, such as the
mother killed in the tragedy described above, can-
not be faulted for what happened to them. In some
cases, they were targeted at random and suffered
simply because they were at the wrong place at
the wrong time. Others were crime-conscious peo-
ple who tried to avoid trouble. They did what they
reasonably could to reduce the risks they faced. To
avoid violence, they did nothing to attract the
attention of predators and nothing to incite other-
wise law-abiding people to attack them. Blameless
targets of property crimes took proactive steps to
safeguard their possessions in anticipation of the
possibility of arson, vandalism, burglary, larceny,
or vehicle theft. They did all they could to hinder
rather than help any would-be thieves hungry for
their possessions.
If taking precautions, keeping a low profile,
and minding one’s own business qualify as the
basis for blamelessness and complete innocence,
then at the other extreme, total complicity becomes
the defining characteristic for full responsibility.
Logically, a victim can bear sole responsibility
only when there is no offender at all. Individuals
who are totally responsible for what happened
are, by definition, really not victims at all. They
suffered no harm from lawbreakers and actually
are offenders posing as victims for some ulterior
motive. Phony complainants usually seek either
reimbursement from private insurance policies or
government aid for imaginary losses. They file
false claims and thereby commit fraud. For instance,
16. someone who falls down a flight of steps might
insist he was pushed by a robber. Fake victims
may have motives other than financial gain. Some
people may pretend to have been harmed in order
to cover up what really occurred. For example, a
husband who gambled away his paycheck might
tell his wife and detectives that he was held up on
the way home.
WHO OR WHAT IS TO BLAME FOR
SPECIFIC INCIDENTS?
Since the 1970s, the notion of shared responsibility
has become a subject of intense and sometimes bit-
ter debate. Some criminologists and victimologists
have expressed concern over the implications of
studies into mutual interactions and reciprocal
influences between the two parties. Those who
raised doubts and voiced dissent might be seen as
loosely constituting a different school of thought.
Just as criminology (with a much longer, richer,
and stormier history than victimology) has recog-
nizable orientations and ideological camps within it
(for example, adherents of conflict models vs. socio-
biological explanations for violent behavior), so too
does victimology have its rifts and factions. To put
it bluntly, a victim-blaming tendency clashes
repeatedly with a victim-defending tendency over
many specific issues.
Arguments that specific victims bear some
responsibility along with their offenders for what hap-
pened have been characterized as victim blaming.
Countering this approach by challenging whether it is
accurate and fair to hold the targeted individual
accountable for injuries and losses that a wrongdoer
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degree of mutuality, symbiosis, or reciprocity may
exist between them (see Von Hentig, 1948). To
identify such cases, both parties’ possible motives,
reputations, actions, and records of past arrests and
convictions must be investigated (Schultz, 1968).
The quest for evidence of shared responsibility
captivated the first criminologists who became
interested in the behavior of victims before, dur-
ing, and after the incident. Leading figures encour-
aged their colleagues to focus upon the possibility
of shared responsibility in their research and theo-
rizing. Some of their statements, excerpted from
studies that appeared decades ago, are assembled
in Box 5.1.
Victimology, despite its aspirations toward
objectivity, may harbor an unavoidable tendency
toward victim blaming. It is inevitable that a careful
19. reconstruction of the behavior of a victim before,
during, and after a crime will unearth rash decisions,
foolish mistakes, errors in judgment, and acts of care-
lessness that, with 20–20 hindsight, can be pointed to
as having brought about the unfortunate outcome.
Step-by-step analyses of actions and reactions are
sure to reveal evidence of what injured parties did
or failed to do that contributed to their suffering.
Victim blaming follows a three-stage thought
process (see Ryan, 1971). First, the assumption is
made that there is something wrong with these
individuals. They are said to differ significantly
from the unaffected majority in their attitudes,
their behaviors, or both. Second, these presumed
differences are thought to be the source of their
plight. If they were like everyone else, the reason-
ing goes, they would not have been targeted for
attack. And third, victims are warned that if they
want to avoid trouble in the future, they must
change how they think and act. They must aban-
don the careless, rash, or provocative patterns of
behaviors that brought about their downfall.
Victim blaming is a widely held view for sev-
eral reasons. It provides specific and straightfor-
ward answers to troubling questions such as,
“Why did it happen?” and “Why him and not
me?” Victim blaming also has psychological appeal
because it draws upon deep philosophical and even
theological beliefs. Fervent believers in a just
world outlook—people get what they deserve
before their lives end—find victim blaming a com-
forting notion. Bad things happen only to evil
characters; good souls are rewarded for following
20. the rules. The alternative—imagining a world
governed by random events where senseless and
brutal acts might afflict anyone at any time, and
where wrongdoers get away unpunished—is
unnerving. The belief that victims must have
done something neglectful, foolish, or provocative
that led to their misfortunes dispels feelings of vul-
nerability and powerlessness, and gives the blamer
peace of mind about the existence of an orderly
and just world (Lerner, 1965; Symonds, 1975;
Lambert and Raichle, 2000 and Stromwall,
Alfredsson, and Landstrom, 2013).
The doctrine of personal accountability that
underlies the legal system also encourages victim-
blaming explanations. Just as criminals are con-
demned and punished for their wrongdoing, so,
too, must victims answer for their behavior before,
during, and after an incident. They can and should
be faulted for errors in judgment that only made
things worse. Such assessments of blame are
grounded in the belief that individuals exercise a
substantial degree of control over events in their
everyday lives. They may not be totally in com-
mand, but they are not powerless or helpless
pawns and should not be resigned to their fate,
waiting passively to become a statistic. Just as cau-
tious motorists should implement defensive driving
techniques to minimize car accidents, crime-
conscious individuals are obliged to review their
ways of relating to people and how they behave
in stressful situations in order to enhance their per-
sonal safety. By following the advice of security
experts about how to keep out of trouble, cautious
and concerned individuals can find personal solu-
tions to the social problem of street crime.
22. T
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offenders believe the suffering they inflict is retal-
iatory justice that merits praise (“We deserve a
medal for doing that”). Their consciences would
burden them with pangs of guilt if they saw these
same incidents in a more conventional way (see
Sykes and Matza, 1957; and also Schwendinger
and Schwendinger, 1967). Those offenders who
are devoid of empathy and pity are so desensitized
that they do not feel the guilt, shame, remorse, or
moral inhibitions that otherwise would constrain
their behavior. By derogating and denigrating the
victim, juvenile delinquents or adult criminals can
validate their hurtful acts as justifiable. Outbursts
of stark cruelty and savagery become possible
when the injured party is viewed as worthless,
less than human, an appropriate object for venting
hostility and aggression, or an outcast deserving
mistreatment (Fattah, 1976, 1979).
Defense attorneys may persuasively articulate
the victim-blaming views of their clients, espe-
cially in high-profile murder cases. A “trash-
the-reputation” (demonization of the deceased)
approach, coupled with a “sympathy” (for the
accused) defense, might succeed in swaying a
B O X 5.1 Early Expressions of Support for Inquiries into the
Victim’s Role
■ A real mutuality frequently can be observed in the
23. connection between the perpetrator and the victim, the
killer and the killed, the duper and the duped. The vic-
tim in many instances leads the evildoer into tempta-
tion. The predator is, by varying means, prevailed upon
to advance against the prey. (Von Hentig, 1941, p. 303)
■ In a sense, the victim shapes and molds the criminal.
Although the final outcome may appear to be one-sided,
the victim and criminal profoundly work upon each
other, right up until the last moment in the drama.
Ultimately, the victim can assume the role of determi-
nant in the event. (Von Hentig, 1948, p. 384)
■ Criminologists should give as much attention to “victi-
mogenesis” as to “criminogenesis.” Every person should
know exactly to what dangers he is exposed because of
his occupation, social class, and psychological consti-
tution. (Ellenberger, 1955, p. 258)
■ The distinction between criminal and victim, which used
to be considered as clear-cut as black and white, can
become vague and blurred in individual cases. The lon-
ger and the more deeply the actions of the persons
involved are scrutinized, the more difficult it occasion-
ally will be to decide who is to blame for the tragic
outcome. (Mannheim, 1965, p. 672)
■ In some cases, the victim initiates the interaction, and
sends out signals that the receiver (doer) decodes,
triggering or generating criminal behavior in the doer.
(Reckless, 1967, p. 142)
■ Probation and parole officers must understand victim–
offender relationships. The personality of the victim, as
a cause of the offense, is oftentimes more pertinent
than that of the offender. (Schultz, 1968, p. 135)
24. ■ Responsibility for one’s conduct is a changing concept,
and its interpretation is a true mirror of the social,
cultural, and political conditions of a given era …
Notions of criminal responsibility most often indicate
the nature of societal interrelationships and the ideol-
ogy of the ruling group in the power structure. Many
crimes don’t just happen to be committed—the victim’s
negligence, precipitative actions, or provocations can
contribute to the genesis of crime.… The victim’s
functional responsibility is to do nothing that will pro-
voke others to injure him, and to actively seek to
prevent criminals from harming him. (Schafer, 1968,
pp. 4, 144, 152)
■ Scholars have begun to see the victim not just as a
passive object, as the innocent point of impact of crime
on society, but as sometimes playing an active role and
possibly contributing to some degree to his own vic-
timization. During the last 30 years, there has been
considerable debate, speculation, and research into the
victim’s role, the criminal–victim relationship, the con-
cept of responsibility, and behaviors that could be con-
sidered provocative. Thus, the study of crime has taken
on a more realistic and more complete outlook. (Viano,
1976, p. 1)
■ There is much to be learned about victimization patterns
and the factors that influence them. Associated with the
question of relative risk is the more specific question
(of considerable importance) of victim participation,
since crime is an interactional process. (Parsonage, 1979,
p. 10)
■ Victimology also postulates that the roles of victim and
victimizer are neither fixed nor assigned, but are
26. sers and perverse molesters, while their offspring are
portrayed as defenseless objects of adult cruelty (see
Estrich, 1993b; Hoffman, 1994).
What Is Victim Defending?
Victim defending rejects the premise that those
who suffer are partly at fault and challenges the
recommendation that people who were targeted
must change their ways to avoid future incidents.
First of all, victim blaming is criticized for overstat-
ing the extent to which careless habits, foolhardy
actions, attention-grabbing behavior, and verbal
instigation explains the genesis of an illegal act.
Motivated offenders would have struck their cho-
sen targets even if the victims had not made their
tasks easier, called attention to themselves, or
aroused angry reactions. Second, victim blaming is
condemned for confusing the exception with the
rule and overestimating the actual proportion of
mutable and interchangeable, with continuous move-
ment between the two roles.... This position, under-
standably, will not be welcomed by those who, for a
variety of practical or utilitarian reasons, continue to
promote the popular stereotypes of victims and victi-
mizers, according to which the two populations are as
different as black and white, night and day, wolves and
lambs. (Fattah, 1991, p. xiv)
Calls for Research into the Victim’s Role in Specific Crimes
■ Murder: In many crimes, especially criminal homicide,
which usually involves intense personal interaction,
the victim is often a major contributor to the lawless
27. act.… Except in cases in which the victim is an inno-
cent bystander and is killed in lieu of an intended
victim, or in cases in which a pure accident is involved,
the victim may be one of the major precipitating
causes of his own demise. (Wolfgang, 1958, pp. 245,
264)
■ Rape: The offender should not be viewed as the sole
“cause” and reason for the offense, and the “virtuous”
rape victim is not always the innocent and passive
party. The role played by the victim and its contribution
to the perpetration of the offense becomes one of the
main interests of the emerging discipline of victimol-
ogy. Furthermore, if penal justice is to be fair it must be
attentive to these problems of degrees of victim
responsibility for her own victimization. (Amir, 1971,
pp. 275–76)
■ Theft: Careless people set up temptation–opportunity
situations when they carry their money or leave their
valuables in a manner which virtually invites theft by
pickpocketing, burglary, or robbery. Carelessness in
handling cash is so persistently a part of everyday living
that it must be deemed almost a national habit....
Because victim behavior today is conducive to crimi-
nality, it will be necessary to develop mass educational
programs aimed at changing that behavior. (Fooner,
1971, pp. 313, 315)
Victims cause crime in the sense that they set up the
opportunity for the crime to be committed. By changing
the behavior of the victim and potential victim, the
crime rate can be reduced. Holders of fire insurance
policies must meet fire safety standards, so why not
require holders of theft insurance to meet security
standards? (Jeffrey, 1971, pp. 208–209)
29. ,
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cases in which blameworthy conduct took place.
Shared responsibility is said to be unusual, not com-
mon. A few people’s mistakes don’t justify placing
most victims’ attitudes and behaviors under a
microscope, or under a cloud of suspicion. Third,
exhorting people to be more cautious and vigilant is
not an adequate solution. This advice is unrealistic
because it overlooks the cultural imperatives and
social conditions that largely shape the attitudes
and behaviors of both parties in a conflict.
Over the past several decades, many victimolo-
gists have embraced the tenets of victim defending,
and have sharply denounced crude expressions of
victim blaming as examples of muddled thinking
and confused reasoning about the issue of shared
responsibility. Excerpts of the earliest victim defend-
ing arguments condemning victim blaming views
30. appear in Box 5.2.
Victim defending is clear about what it opposes,
but it is vague about what it supports. Two tendencies
within victim defending can be distinguished concern-
ing who or what is to be faulted. The first can be called
offender blaming. Offender blaming removes the
burden of responsibility from the backs of victims and
restores it entirely onto the shoulders of lawbreakers,
“where it belongs.” Victim defending coupled with
offender blaming leads to traditional criminological
thinking, characterized earlier as “offenderology.”
The question once again becomes, “What is ‘wrong’
with the offender? How does he differ from the law-
abiding majority?” If the answer is that the offender has
physical defects or even genetic predispositions to act
violently, then the sociobiological theories of crimi-
nology become the focus of attention. If the offender
is believed to suffer from mental illness, personality
disorders, or other emotional problems, then the the-
ories of forensic psychology are relevant. If the
offender is said to have knowingly and intentionally
chosen to prey upon others, then the explanations
center on the classical/rational choice/free-will and
deterrence theories about pleasure and pain, benefits
and costs, and conclude with the necessity of punishing
those who decide to steal and rob.
What Is System Blaming?
The second tendency is to link victim defending with
system blaming, wherein neither the offender nor
the victim is the real culprit. If the lawbreaker is
viewed as largely a product of his or her environment,
31. B O X 5.2 Early Criticisms of the Notion of Shared
Responsibility
■ The concept of victim precipitation has become con-
fused because it has been operationalized in too many
different, often incompatible ways. As a result, it has
lost much of its usefulness as an empirical and explan-
atory tool. (Silverman, 1974, p. 99)
■ The study of victim precipitation is the least exact of
the sociological approaches; it is part a priori guesswork
and part “armchair detective fun and games” because
the interpretation rests, in the final analysis, on a set of
arbitrary standards. (Brownmiller, 1975, p. 353)
■ A tendency of investigators to assign responsibility for
criminal acts to the victims’ behavior reinforces similar
beliefs and rationalizations held by most criminals
themselves.... Scientific skepticism should be main-
tained regarding the concept of victim participation,
especially for crimes of sudden, unexpected violence
where the offender is a stranger to the victim.
(Symonds, 1975, p. 22)
■ Victims of crime, long ignored but now the object of
special scholarly attention, had better temper their
enthusiasm because they may be more maligned than
lauded, and their plight may not receive sympathetic
understanding. Some victimologists have departed
from the humanitarian, helping orientation of the
founders of the field and have turned victimology into
the art of blaming the victim. If the impression of a
“legitimate victim” is created, then part of the burden
of guilt is relieved from the perpetrator, and some
crimes, like rape for example, can emerge as
without either victims or offenders. (Weis and Borges,
33. and the victim is too, then the actions of both parties
have been influenced by the agents of socialization—
parental input, peer group pressures, subcultural pre-
scriptions about what’s cool and respectable and
what’s not, school experiences, media images, reli-
gious doctrines—along with criminal justice prac-
tices, economic imperatives, and many other social
forces. Victim defending coupled with system blam-
ing is a more complex and sophisticated outlook
than victim defending/offender blaming. According
to this more nuanced sociological type of analysis,
the roots of the crime problem are to be found in the
basic institutions upon which the social system is
built. Then the focus of attention moves to the
social-economic-political theories in criminology
that assert that the causes of criminality are closely
connected to other unsolved social problems (debil-
itating poverty, chronic unemployment, dysfunc-
tional families, failing schools, injustices arising
from growing levels of inequality, unreasonable cul-
tural pressures to succeed, and subsequent strains
between means and goals) (among many others,
see Franklin, 1978; and Balkan, Berger, and
Schmidt, 1980). To many observers, the explana-
tions flowing from the system blaming approach
end up “excusing” the offender from being held
accountable in the criminal justice process.
To illustrate the differences between victim
blaming and victim defending coupled with system
blaming, several types of interpersonal violence and
theft will be explored. First, explicit charges of vic-
34. tim facilitation in burglary, automobile theft, and
identity theft will be examined. Then the focus
will shift to what the injured persons might have
done “wrong” in cases of murder and robbery.
MISTAKES INDIVIDUALS MAKE:
FACILITATION
Arguments stressing personal accountability focus
on the notions of victim facilitation, precipitation,
and provocation. All three of these blameworthy
behaviors are derived from the broader theme of
shared responsibility. Each concept describes the
specific, identifiable, and undesirable actions taken
by certain individuals immediately before they were
harmed. Provocation is the most serious charge that
can be leveled at an injured party, while facilitation
explore the victim’s intentions. (Franklin and Franklin,
1976, p. 134)
■ An analytical framework must be found that salvages
the positive contributions of the concept of victim pre-
cipitation, while avoiding its flaws—its tendency to
consider a victim’s provocations as both a necessary and
sufficient condition for an offense to occur; its portrayal
of some offenders as unrealistically passive; and its
questionable moral and legal implications about who is
the guilty party. (Sheley, 1979, pp. 126–127)
■ Crime victimization is a neglected social problem in part
because victim precipitation studies typically fail to
articulate the distress of the victims and instead suggest
that some may be to blame for their own plight. The
inferences often drawn from these studies—that some
individuals can steer clear of trouble by avoiding certain
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is the least serious. Unfortunately, these three terms
have been used somewhat loosely and inconsis-
tently by criminologists and victimologists to the
point that important distinctions have been blurred
or buried.
The term facilitation ought to be reserved for
situations in which victims carelessly and inadver-
tently make it easier for a thief to steal. Those who
negligently and unwittingly assist their offenders
share a minor amount of blame. They increase the
risks of losing their own property by their thought-
less actions. Facilitation is more like a catalyst in a
chemical reaction that, given the right ingredients
and conditions, speeds up the interaction. Facilitat-
ing victims attract criminally inclined people to
37. their poorly guarded possessions and thereby influ-
ence the spatial distribution of crime, but not the
number of incidents.
Auto theft, burglary, and identity theft are
three property crimes where the problem of facili-
tation can arise. A motorist who thoughtlessly exits
his vehicle but leaves the engine running can be
considered blameworthy if a juvenile joyrider seizes
the opportunity and impulsively hops behind the
wheel and drives off. Similarly, a ransacked home
is the price a person might pay for neglecting to
observe standard security measures. Those who
are careless about protecting their personal informa-
tion are highly susceptible to identity theft.
How Many Burglaries Were
Victim-Facilitated?
Elderly folks often talk fondly about the “good old
days” when they left their doors unlocked. That
practice wouldn’t be prudent these days.
A residential burglary can be considered to be
facilitated if the offender did not need to break
into the premises because a homeowner or apart-
ment dweller had left a front door, back door,
garage door, or window wide open or unlocked.
By definition, these burglaries are not “forcible
entries”; they are “unlawful entries”—acts of
trespass by intruders seeking to steal valuables.
A reasonable implication is that the number of
successful burglaries could be cut in half if
residents would take greater care to lock up their
homes, garages, and other entrances. If they did,
38. burglars would have to work harder and in some
cases would be deterred, thwarted, scared off, or
caught red-handed.
Details about victim-facilitated burglaries
appear in the National Crime Victimization Survey
(NCVS) as well as the Uniform Crime Report (UCR).
The NCVS keeps track of three categories of
household (not commercial) burglaries: forcible
entries (break-ins), attempted forcible entries, and
unlawful entries without force. (Attempted, unsuc-
cessful no-force invasions are not counted because
survey respondents usually would be unaware of
these close calls.) Throughout the 1990s and into
the early years of the twenty-first century, about 50
percent or more of all completed burglaries
reported to NCVS interviewers were unlawful
entries without force. But over the decades these
facilitated burglaries have dropped sharply, from
more than 40 per 1,000 households in the early
1970s down to only 12 per 1,000 in 2008 (the
last time the NCVS published such detailed find-
ings). More and more people have become crime-
conscious about residential security. Apparently,
burglars must work harder because fewer people
are making it easy for intruders to invade homes
and spirit off their possessions.
In recent years, about one-third of all residen-
tial and commercial burglaries were unlawful
entries in which it was not necessary to use physical
force to break down doors or smash locks or win-
dows, according to the UCR for 2010 as well as for
2013 (Hardison et al., 2013; and FBI, 2014).
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its toll. Individuals living alone experienced fewer
facilitated burglaries; households with six or more
people suffered rates that were much greater. As for
the race and ethnicity of the head of the household,
black and Hispanic families suffered higher rates of
no-force entries. Another key factor was financial:
the lower-income families in the survey suffered
much higher rates of no-force entries (Hardison
et al., 2013). Victims reported 44 percent of all
no-force entries to the police, according to the
NCVS for 2008 (BJS, 2011). But even the affluent
sometimes act thoughtlessly:
Residents of an upscale urban community are jarred
when they receive an e-mail from the neighborhood
association alerting them that four homes in just five
days experienced unlawful entries through open
windows or unlocked doors. “This neighborhood is so
safe, but not everybody puts on their city smarts and
remembers to do the common sense thing and lock
their doors,” the e-mail states. Police officers post
hundreds of warning fliers and even lock several doors
themselves after diamond earrings, bracelets, expen-
sive watches, and electronic goods are pilfered during a
crime spree by intruders who did not need to use force
to enter those premises. (Robbins, 2011)
41. Leaving a front door, side door, back door,
sliding glass door, garage door, or window open
makes a trespasser’s tasks easier. Defending against
intrusion by installing an alarm system ought to
make a would-be burglar’s tasks more difficult.
Crime-conscious persons who have already been
burglarized once, plus concerned individuals who
fear that they might be targeted, have been buying
security systems for their residences at a rate of
about 1.8 million new systems per year. Security
systems cost between $100 and $1200 to install
(depending upon their features), and monitoring
services charge fees of over $400 a year. About
one-fifth of all residences were guarded by alarms
early in the twenty-first century (Sampson, 2007).
The problem that arises from the widespread
sale and installation of security systems is that a
huge number of false alarms occur, which use up
limited police resources and therefore waste tax-
payers’ money. Police departments across the
country responded to roughly 36 million alarm
activations, about 95 percent of which were false
alarms, at an annual cost of $1.8 billion in 2002.
Nationwide, false burglar alarm calls accounted
for 10 to 25 percent of all calls for assistance to
police departments in the early 2000s. Each alarm
activation that turns out to be false wastes about
20 minutes of police time, usually for two officers.
The three main causes of false alarms are user errors,
faulty equipment, and improper installation. Bad
weather and monitoring-center mistakes by
alarm company personnel also contribute to the
drain on police time. In most jurisdictions, the
financial costs of responding to false alarms that
42. repeatedly emanate from the same residential or
commercial premises are not recouped by imposing
fines on the crime-conscious but negligent owners.
Ironically, although residential burglaries tend to be
concentrated in or around poverty-stricken urban
neighborhoods, the false alarms tend to come from
well-protected, affluent homes in low crime com-
munities (Sampson, 2007).
It might be assumed that one reason why the
threat of residential burglary has diminished is that
more renters and owners have installed security
systems—but this explanation would not explain
the simultaneous drop in murders, robberies, and
vehicle thefts since the start of the 1990s (refer back
to the discussion of the big picture in Chapter 3).
Some more profound changes in American society
must account for the “crime crash.”
Burglary prevention strategies go far beyond
installing an alarm or getting a dog and leaving a
light on at night. The list of do’s and don’ts has
grown much more extensive than that, as the advice
from the experts assembled in Box 5.3 shows.
How Many Vehicle Thefts Were
Victim-Facilitated?
No intelligent person would put from $1,000 to
$5,000 in good money in the street and expect to
find it there an hour later, yet that is exactly what a
large number of people do when they leave an auto-
mobile in the street without locking it. Even more,
not only are they leaving money at the curb but they
TH E O N G OI N G C O N T RO V E R SY O V E R S H A R E
44. (VOLLMER AND PARKER, 1936: 65)
Yet through all this practical, emotional, and mone-
tary attachment to the automobile, there emerges
convincing evidence that it is one of the motorist’s
most carelessly neglected possessions.
J. EDGAR HOOVER, FBI DIRECTOR (HOOVER, 1966)
Use common sense: Lock your car and take your
keys. It’s simple enough, but many thefts occur
because owners make it easy for thieves to steal
their cars.
FRANK SCAFIDI, NATIONAL INSURANCE CRIME BUREAU
(2014a)
Who or what is to blame for the theft and
attempted theft of roughly 556,000 cars in 2013
(according to the NCVS [BJS, Truman and Langton,
2014]) or the approximately 700,000 vehicles
reported as stolen that year (according to the UCR
[FBI, 2014])?
As the statements above demonstrate, victim-
blamers over the decades have been quick to scold
negligent drivers for facilitating thefts by leaving their
vehicles unlocked, or, even worse, for leaving keys
dangling in the ignition lock. Car stealing seems to
be the only crime for which there is an organized
victim-blaming lobby, a peculiar situation that devel-
oped long ago. Composed of representatives of auto-
makers, insurance companies, and law enforcement
agencies, this lobby has castigated motorist care-
lessness since the dawn of the automobile age.
45. The problem of car-stealing is certainly not
new—it emerged more than 100 years ago, at
the dawn of the automobile age. As long ago as
1919, Congress passed the Dyer Act, which autho-
rized the FBI to investigate organized theft rings
that drove stolen vehicles across state borders to
evade local police forces with limited jurisdictions.
Then, as now, cars were taken for a number of
reasons.
Professional thieves steal cars for profit. These
career criminals don’t rely on driver negligence;
B O X 5.3 Advice from Experts About Burglary
What to Do to Safeguard a Residence:
Following these tips can greatly reduce the chances of
being burglarized, police officials insist:
1. Never go out and leave a door or window open or
unlocked.
2. Check the door and door frame to see if they are sturdy
enough or need to be repaired or replaced. Have a
licensed locksmith install a heavy duty dead bolt lock
with a highly pick resistant cylinder.
3. Secure all windows properly by replacing the inadequate
crescent locks that come as standard equipment. Air
conditioners should be secured to the window sash so
they can’t be pulled out or pushed in.
4. Illuminate the perimeter of the house, especially the
door areas with enough light to see a silhouette. Install
the floodlight fixture out of reach, in a tamperproof and
47. rights reserved. No distribution allowed without express
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they know how to start a car without a key. It takes
them just a few minutes with the right tools to
disarm alarm systems and defeat standard security
hardware such as door, ignition, and steering
wheel locks. If necessary, they can tow away a vehi-
cle on a flatbed truck and defeat its security system
at their leisure (Hazelbaker, 2011). Working in lea-
gue with commercial theft rings, these pros steal
cars either to sell or to strip for parts. Steal-to-sell
48. (retagging) operations alter the registration and title
documents and vehicle identification number, and
then pass off the car as used. Steal-to-strip opera-
tions (chop shops) dismantle vehicles and sell the
sheet metal crash replacement parts (such as the
hood, trunk lid, fenders, and doors) as if they
came from legitimate salvage and recycling pipe-
lines to auto body repair shops.
Another motive for stealing a vehicle is to use it
for temporary or short-term travel, often as a get-
away car after committing some other crime, such
as a bank robbery.
Joyriders take cars for a spin just for fun. Juve-
nile joyriding (which the law calls “unauthorized
use of a motor vehicle” and treats as a delinquent
act) has been a craze among teenage boys ever since
cars were marketed with the message that owning
one is a sign of manhood and a basis for indepen-
dence. These amateurs—who seek the status, thrills,
and challenge of “borrowing” cars to impress their
friends—often prey upon careless motorists who
leave their keys handy.
Evidence of poor habits is not hard to find,
according to a survey of drivers sponsored by the
insurance industry in 2007. About 20 percent of all
respondents admitted that they did not always lock
their vehicles. Seven percent sometimes left spare
keys in their vehicle. One-third conceded that
they have left their car unattended while it was
running (RMIIA, 2011). To counter this mindset
of being lax about taking security seriously, edu-
cational campaigns advise motorists to follow a
number of tips to safeguard their vehicles (see
49. Box 5.4).
The actual contribution of victim facilitation
to auto theft usually has been measured as the
percentage of recovered stolen cars in which
there was evidence that the thieves had used the
owners’ keys. Although this methodology has its
limitations, surveys based on it reveal a trend that
casts doubt on the continued relevance of negli-
gence as an important factor. Data from insurance
company records from the 1940s through the
1960s indicate that between 40 percent and
90 percent of all thefts were facilitated by motor-
ists’ carelessness. During the 1970s, police, FBI,
and insurance industry records showed that facili-
tation was a factor in 13 percent to 20 percent of
all thefts (Karmen, 1979; National Institute of
Justice, 1984). In the early 1990s, an insurance
industry publication reported that only 13 percent
of all vehicle thefts were still victim facilitated
(National Insurance Crime Bureau, 1993). But
law enforcement agencies as well as insurance
and security companies still emphasize that out-
breaks of negligence leading to crimes of oppor-
tunity remain a significant problem. The Austin,
Texas, police department (2011) estimated that
nearly 20 percent of all stolen vehicles were
taken using the keys left in them. A 2008 study
of vehicle stealing in Texas determined that keys
were used in about 50 percent of all thefts. A
2009 study of thefts in Arizona concluded that
20 percent of the vehicles had been taken using
keys. A Baltimore study determined that a stun-
ning 85 percent had been driven off using keys
left inside the cars in 2010 (Egan, 2011).
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conscious about crime, facilitation may have con-
tributed substantially to joyriding escapades. But
teenage amateurs are no longer responsible for
most car thefts. Professionals—often working for
commercial rings that may be affiliated with orga-
nized crime syndicates—now represent the greater
threat. As the years roll by, key facilitation is declin-
ing in significance as a reason for losing a car to
thieves.
Facilitating a car theft by leaving keys behind in
the ignition could in rare instances lead to a civil
judgment against a victim if the thief injures some-
one else. Some states now require that a car be
locked whenever a motorist leaves it (see Sweet,
2011). Some insurance companies have exclusion
clauses in their policies that threaten loss of cover-
age and a denial of reimbursement if the owner acts
recklessly or even negligently and leaves keys
dangling in unattended vehicles.
52. The clash in outlooks between victim blam-
ing and victim defending is an example of a half-
empty/half-full debate. Victim blaming focuses
on the proportion of motorists who have bad
habits. Victim defending emphasizes that the
overwhelming majority of people whose cars
were stolen did nothing wrong. These drivers
don’t have self-defeating attitudes and didn’t act
carelessly. According to victim defenders, the
image of the absentminded owner that is
frequently conjured up by victim-blaming argu-
ments is an outmoded stereotype that no longer
fits (Karmen, 1980).
Owners of motorcycles that are stolen also can
be subjected to victim-blaming. For example, the
insurance industry warned them to follow theft-
prevention tips with this slogan: “Be an easy
rider—not an easy target!” (Scafidi 2006).
A similar debate surrounds the issue of who or
what is to blame for the surge of identity thefts in
the twenty-first century.
How Many Identity Thefts Were
Victim-Facilitated?
Protect your Social Security number and other per-
sonal information.
Don’t let identity thieves rob you of your educational
future!
B O X 5.4 Advice to Motorists About Vehicle Theft
What the Insurance Industry Recommends in Order to
53. Safeguard the Vehicle:
The insurance industry advises it customers to take a
“layered approach” that involves four sets of precautions
1. Use Common Sense:
2. Park in well-lit areas. Be aware of surroundings and
avoid parking near suspicious looking people.
Always lock the car’s doors and close all windows
completely. Remove the keys from the car. Never
leave the engine running unattended—not even for a
minute. Take all valuable items from the car or hide
them from view.
3. Install Visible or Audible Anti-Theft Devices:
4. Activate a car alarm system; steering wheel locks;
steering column collars; and wheel locks. Get the vehi-
cle identification number (VIN) etched on all windows
and attach a theft deterrent decal to them.
5. Add a vehicle immobilizer:
6. Purchase smart keys which have computer chips
that must be present to start the car; fuse cut-offs;
hidden kill-switches; and starter, ignition, and fuel
disablers.
7. Buy a transmitter for a tracking system so a stolen
vehicle can be quickly located and recovered (Scafidi,
2014b).
What to Do If the Vehicle Is Stolen:
1. Call the police immediately to report the crime so that
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INSPECTOR GENERAL JOHN HIGGINS, U.S. DEPARTMENT
OF
EDUCATION [ADDRESSING COLLEGE STUDENTS] , (2005)
■ ■ ■
We’re all vulnerable to identity theft—that’s the
bad news. The good news is that you can protect
yourself.
FBI AGENT JEFF LANZA, 2006 (FBI, 2008)
■ ■ ■
The first line of defense against identity theft often is
an aware and motivated consumer who takes rea-
sonable precautions to protect his information. Every
day unwitting consumers create risks to the security of
their personal information. From failing to install
firewall protection on a computer hard drive to leaving
paid bills in a mail slot, consumers leave the door
open to identity thieves. Consumer education is a
critical component of any plan to reduce the incidence
of identity theft.
PRESIDENT’S TASK FORCE ON IDENTITY THEFT (2007, P.
39)
■ ■ ■
56. Awareness is an effective weapon against many
forms of identity theft. Be aware of how information
is stolen and what you can do to protect yours,
monitor your personal information to detect any
problems quickly, and know what to do when you
suspect your identity has been stolen. Armed with
the knowledge of how to protect yourself and take
action, you can make identity thieves’ jobs much
more difficult.
FEDERAL TRADE COMMISSION (2008)
■ ■ ■
Consumers should remain vigilant and be careful not
to expose personally identifiable information over
social networks and to acquaintances.
STEVE COX, CEO, COUNCIL OF BETTER BUSINESS
BUREAUS
(QUOTED IN JAVELIN, 2011)
As the threat of identity theft mushroomed, a
victim-blaming versus victim-defending debate
emerged. Victim blaming accentuates the many
ways careless people can make the thieves’ tasks
easier. Victims of identity theft sometimes are
blamed—explicitly or implicitly—for failing to
take this threat seriously. They ignored the long
and growing lists of dos and don’ts, did something
careless, and singled themselves out for trouble (see
Kelleher, 2006). Because of thoughtlessness or fool-
ishness, they facilitated the ruination of their credit
worthiness. This point of view proceeds from the
57. assumption that carelessness is the most frequent
cause of the problem, and that conscientiously tak-
ing measures to protect personal data is the solution.
Victim defending points out the many opportu-
nities that thieves can seize to purloin information
that are beyond the ability of individuals to control
or counter.
College students might be especially vulnerable
to identity theft for several reasons. They store per-
sonal data in shared, largely unguarded dormitory
rooms. Many undergraduates might not take pre-
cautions because they do not have much money or
assets. They do not realize that they could be tar-
geted for their unblemished “good names and repu-
tations,” and not the limited amounts of cash in
their bank accounts. Surveys document that lax
attitudes toward handling personal identifiers persist
on some campuses (Office of the Inspector General,
2005). Many universities hold workshops on iden-
tity theft awareness (President’s Task Force, 2007,
p. 40). One theme is that users of social networking
sites are warned not to post bits of information that
identity thieves and burglars could exploit. Exam-
ples of what should not be revealed online include
addresses, dates of vacations, and information about
daily routines. Telling the world about one’s place
of birth, mother’s maiden name, favorite song, and
even pets’ names could be providing thieves with
answers to questions that are commonly asked for
security purposes to sign in to Internet accounts
(Schultz, 2010).
Thieves can resort to a range of methods to
get the information they need to become effective
impostors. They can employ old-fashioned meth-
59. preapproved credit card offers, new checkbooks,
telephone bills, or tax receipts. Patient criminals
can even file a “change of address” form at a
post office to physically divert a target’s mail to a
location of their choosing. Gutsy thieves can pry
loose secrets by “pretexting”: posing as represen-
tatives of a government agency or business with a
legitimate need to know personal information.
They can pilfer records kept by an employer or
bribe an employee who has access to confidential
files. When desperate, they can stoop to “dump-
ster diving” by rummaging through an indivi-
dual’s garbage or the trash thrown away by
businesses or hospitals, searching for discarded
receipts and bank statements.
Besides these low-tech means, some thieves
have mastered sophisticated high-tech methods
to take advantage of their intended prey. “Shoul-
der surfers” find out passwords by watching their
marks at ATMs. Corrupt employees can use
“skimmers” to scan and capture crucial informa-
tion during credit card transactions at restaurants
and other stores. Others obtain what they need
to know via the Internet by searching agency
records (especially about births, marriages, and
deaths). Cyberthieves, perhaps operating on some
other continent, can engage in “phishing” and
“pharming.” “Phishermen” try to fool, entice,
or frighten unsophisticated email recipients into
disclosing account numbers, user names, and pass-
words on authentic-looking yet bogus websites;
they pretend that they need to update an existing
account or repair a security breach with a bank or
60. other financial institution. Sophisticated cyber-
crooks engage in caller ID phone spoofing: the
recipient’s phone displays a phone number that
seems to originate from a trusted party; conse-
quently the naïve person is deceived into divulging
confidential information. Pharmers attack legiti-
mate websites with malicious codes that steer traf-
fic to look-alike fake sites that “harvest” (intercept
and decode) encrypted online transactions. “Key-
stroke logging” spyware, planted inside a com-
puter with a malicious code or virus, betrays
everything an unsuspecting user types. “Screen-
scrapers” can snatch and transmit whatever is on
a monitor of an infected PC. All of these techni-
ques are intended to exploit the weaknesses, vul-
nerabilities, and impulsiveness of unsuspecting
targets who fail to remain vigilant at all times,
and thereby facilitate the scammers’ tasks (FTC,
2002; Slosarik, 2002; Collins and Hoffman, 2004;
NCJRS, 2005; Shanahan, 2006 and Acohido,
2014).
As for the victim–offender relationship, the
thief is usually but not always a complete stranger.
“Friendly fraud” carried out by persons known to
their target—such as roommates or relatives—
appears to be on the rise, especially against consu-
mers between the ages of 25 and 34 (Javelin, 2011).
Clearly, the victim–offender relationship can range
from trusted employees, former intimate partners,
roommates, and estranged relatives to casual
acquaintances (like dishonest bank tellers or postal
workers), to total strangers like car thieves and elec-
tronic intruders who hack into files maintained by
supposedly secure websites. It is extremely difficult
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pirates can overcome any obstacles cautious indivi-
duals place in their paths. Victim defenders cite
observations by experts such as these:
It has been said that the theft of one’s identity and
personal information is not a matter of “if” but a
matter of “when.”
ELIOT SPITZER, NEW YORK STATE ATTORNEY
GENERAL, 2005
(QUOTED IN KATEL, 2005, P. 534)
■ ■ ■
63. Firewalls and virus protection programs are routinely
penetrated by sophisticated hackers seeking ID
information.
BRUCE HELLMAN, SUPERVISOR OF THE FBI’S NEW
YORK
COMPUTER HACKING SQUAD (QUOTED IN SHERMAN,
2005,
P. 24)
■ ■ ■
Even if you take all of these steps, however, it’s still
possible that you can become a victim of identity
theft.
U.S. DEPARTMENT OF JUSTICE, FRAUD DIVISION, 2008
Furthermore, many people would consider
abiding by the long lists of dos and don’ts recom-
mended in Box 5.4 to be unreasonable (such as
workers grilling their employers about how well
their personnel files are safeguarded); impractical
(customers refusing to provide Social Security num-
bers to creditors); burdensome (like devising new
passwords containing many letters and numbers
every few months); or unworkable (emptying
home mailboxes at midday). Living this way—
always being vigilant and suspicious—is emotion-
ally exhausting.
A nagging question is “Why me?” or “How
did it happen?” Unfortunately, most victims never
figure that out. Several sets of answers from various
sources shed light on this issue.
64. A study commissioned in 2005 focused on the
relatively small proportion that did discover how
the thieves got their personal identifiers. Lost or
stolen wallets, credit cards, and checkbooks were
the source of the problem in less than 30 percent
of all identity theft cases in which victims thought
they knew why it happened to them (Katel, 2005).
Only about 40 percent of all self-identified victims
told NCVS interviewers that they thought they
knew what caused their problems. The leading
reasons were that personal identifiers were com-
promised during a purchase or other transaction;
fell into the wrong hands because of a lost or sto-
len wallet or checkbook; and were lifted from per-
sonnel files maintained in offices. But the majority
had no clue as to why they were targeted and how
the fraud took place (Langton and Planty, 2010).
Similarly, “How did it happen?” remained a mys-
tery to the majority of respondents in the 2012
NCVS. Nearly 67 percent could not determine
how the thief obtained their personal information,
and over ninety percent did not know anything
about the person who impersonated them (Harrell
and Langton, 2013). Tapping into another source
of data, only about 30 percent of “verified vic-
tims” who used the free services offered by the
Identity Theft Assistance Center (ITAC) had fig-
ured out how it happened to them. The leading
causes were computer hacking/viruses/phishing
schemes, followed by lost or stolen wallets, check-
books, or credit cards. Other less frequent expla-
nations were data breaches beyond their ability to
control; betrayals by relatives, friends, and in-
home employees; stolen or diverted mail; disclo-
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VICTIM PRECIPITATION AND
PROVOCATION
Victim facilitation is a possibility in burglaries,
motor vehicle thefts, and identity thefts. Charges
of precipitation and provocation are hurled at vic-
tims of murder, robbery, assault, and rape (see
Chapter 10 for an extensive analysis).
A husband-and-wife team, each with a history of robbery
arrests and drug abuse, embark on a dangerous course of
action to solve their financial problems. Armed with a
submachine gun, they barge into storefront social clubs
operated by organized crime families and seize the mob-
sters’ ill-gotten gains. After hitting four Mafia social clubs
in different neighborhoods over three months, their highly
provocative and predictably short-lived crime spree comes
B O X 5.5 The Perils of Identity Theft: What to Do and What
67. Not to Do, According to the Experts
Many identity-theft prevention and self-help guidebooks
suggest ways of avoiding trouble (for example, see May,
2001; Vacca, 2002; Frank, 2010; and Kelly, 2011). The
recommendations are much more extensive and demanding
than the advice given to individuals who want to protect
their homes from burglars and their vehicles from car thieves.
Preventive Measures
Government agencies do their part in the campaign against
victim facilitation by warning the public to manage personal
information “wisely and cautiously.” The Fraud Division of
the U.S. Department of Justice (2008) summarizes its advice
about four ways to minimize risks by using the acronym
SCAM.
■ Be “stingy” about giving out personal information.
■ “Check” your financial records regularly.
■ “Ask” to see a free credit report from one of the three
credit bureaus every four months.
■ “Maintain” careful records of financial accounts.
The Federal Trade Commission (2008; 2011) spells out in
greater detail the many precautions it recommends:
■ Keep important documents such as bank books and tax
returns under lock and key, as well as computers and
laptops full of personal information.
■ Stash away personal records so they aren’t readily
available to roommates, party guests, domestic
68. employees, or repairmen.
■ Use a paper shredder to destroy unsolicited preapproved
credit card invitations, as well as unneeded receipts,
bills, applications, forms, and account statements, to
thwart thieves who pick through trash and recycling
bins for items revealing personal information.
■ While away from home, destroy receipts from financial
transactions at banks, ATMs, restaurants, and gasoline
stations.
■ Promptly remove incoming letters from a mailbox, and
take outgoing bills and checks directly to post office
collection boxes.
■ Devise clever (rather than easily remembered but also
easily guessed) passwords using a combination of let-
ters, numbers, and special characters. Substitute crea-
tive alternatives for a birth date or a mother’s maiden
name for electronic accounts. Change these unique
hard-to-crack passwords on a regular basis for each
account.
■ Scrutinize bills and account statements for unautho-
rized transactions.
■ Request information about security procedures at doc-
tors’ offices, businesses, educational institutions, and
workplaces, such as who has access to databases,
whether records are kept in a safe location, and how old
files are disposed of.
■ Don’t carry a Social Security card in a wallet or write
that number on a check. If it is requested in a business
transaction, ask: “Why is it needed? How will it be used?
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to a sudden end on Christmas Eve. As the couple sits
in their car at a traffic light on a congested street, a man
walks up and shoots each robber in the head several
times. Rival mob factions both claim credit for arranging
the rubout until the police finally arrest one of their
gangsters a dozen years later. (Rashbaum, 2005)
■ ■ ■
Two young women who seem to be intoxicated give a
$50 bill to a cashier at a fast food joint. When the
cashier questions its authenticity, one of the women
leaps over the counter and the other goes around it.
The two women curse and cuff the cashier. He grabs a
metal rod and savagely beats them. Later, it is dis-
covered that he is out on parole for killing a classmate
10 years earlier, and that one of the women may
Concerned customers must pay a fee for this transaction, but
the expense is waived for victims of identity theft. Those who
have their ID stolen can also impose a “fraud alert” that
71. compels potential creditors to notify victims about any
applications for new credit cards or loans in their name.
Red Flags That Indicate a Theft May Have Taken Place
The Federal Trade Commission (2011) emphasizes the impor-
tance of early detection as a way to minimize harm. It suggests
that consumers monitor their accounts regularly and be on the
alert for any suspicious activities, such as the following signs
that impostors may have recently stolen their identities:
■ Unfamiliar or suspicious debits, purchases, and cash
withdrawals appear on accounts.
■ Inaccurate information appears on credit reports.
■ Bills that were anticipated do not arrive in the mail,
signaling that the billing address may have been
changed.
■ Credit cards arrive in the mail that were not applied for.
■ Credit is denied, or high rates are imposed on mortgages or
car loans, indicating elevated risks and delinquent accounts.
■ Bill collectors call about overdue debts.
■ Notices arrive referring to mysterious houses that were
bought, apartments rented, or jobs held in the victim’s
name.
Recovery and Restoration After an Impersonation
Individuals who have evidence that their personal accounts
have been penetrated and their identities appropriated by
impostors should follow these four steps in order to recover
72. from the theft, according to advice provided by the Federal
Trade Commission (2011):
■ Place a fraud alert on credit inquiries, applications, and
reports with the three major companies. Monitor these
accounts carefully for at least one year.
■ Close any accounts that appear to have been fraudu-
lently opened or tampered with, and notify the com-
pany’s security or fraud department, in writing, about
the intrusion. Obtain forms to dispute any fraudulent
transactions and debts, and keep records and copies of
all correspondence.
■ Notify the local police and file a detailed complaint
called an “Identity Theft Report” either in person,
over the phone, or online, and get the report’s num-
ber. If the local police are reluctant to accept the
complaint, ask to file a “Miscellaneous Incident
Report” or try another jurisdiction, such as the state
police, or ask the state attorney general’s office for
assistance. Provide reluctant officers with a copy of
the FTC’s “Law Enforcement Cover Letter” that
explains the impact of this type of crime on victims
and the finance industry, as well as the FTC’s
“Remedying the Effects of Identity Theft” that
underscores the necessity of police reports as a way to
ensure victim’s rights.
■ Contact the Federal Trade Commission, file a complaint
using its online form or the hotline, and obtain an “ID
Theft Affidavit,” which can be circulated to law
enforcement agencies (such as the FBI, the Secret
Service, and the U.S. Postal Inspection Service).
■ Also, notify the IRS, U.S. Passport Office, and the state
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suffer permanent brain damage from being bludgeoned
on the head. The cashier is fired and held on charges
of felonious assault, and the two unruly customers are
arrested for menacing, criminal trespass, and disor-
derly conduct. (Sandoval, 2011)
The accusation embedded in the term precip-
itation is that the individual who gets hurt contrib-
uted significantly to the outbreak of violence.
A charge of provocation embodies a stronger
condemnation than precipitation; it accuses the
loser of being more responsible than the victor
for the fight that ensued. The injured party insti-
gated an attack that would not have taken place
otherwise. The person condemned for provoca-
tion goaded, challenged, or incited a generally
law-abiding person into taking defensive measures
in reaction to forceful initiatives. When the battle
ended, the aggressor was the one who was
wounded or killed.
(Unfortunately, over the years, victimologists
and criminologists have used the terms precipitation
and provocation loosely, and even interchangeably,
obscuring the distinction between lesser responsibil-
ity for precipitation and greater responsibility for
provocation.)
75. The first in-depth investigation of what was
termed victim precipitation centered on homicides
committed in Philadelphia from 1948 to 1952
(Wolfgang, 1958). Precipitation was the label
applied to those cases in which the person who
was killed had been the first to use force by drawing
a weapon, striking the first physical blow during an
argument, or in some way initiating violence to
settle a dispute. Often, the victim and the offender
knew each other; some had quarreled previously.
Situations that incited them to violence included
charges of infidelity, arguments over money,
drunken brawls, and confrontations over insults or
“fighting words.”
Victim-precipitated cases differed in a number
of statistically significant ways from homicides in
which those who were slain did not bring about
their own demise. Nearly all the precipitative vic-
tims were men; a sizable minority of the innocent
victims were women. Conversely, relatively few
women committed homicide, but a substantial pro-
portion of those who did so were provoked by
violent initiatives by the men they killed. Alcohol
was consumed before most killings, especially prior
to precipitated slayings—usually, the victim had
been drinking, not the offender.
In cases of precipitation, the one who died was
more likely to have had a previous run-in with the
law than in other murders. More than a third of the
precipitative victims had a history of committing at
least one violent offense, as opposed to one-fifth of
the blameless ones.
76. Overall, about one murder of every four in
Philadelphia from 1948 to 1952 was labeled by
the researcher as victim-precipitated. Hence, in a
quarter of the cases, widely held images of victims
(as weak and passive individuals shrinking from
confrontations) and of offenders (as strong, brutal
aggressors relentlessly pursuing their prey) didn’t
fit the facts as reconstructed from the police depart-
ment files. In many of the victim-precipitated
homicides, the characteristics of the victims closely
resembled those of the offenders. In some cases,
two criminally inclined people clashed, and chance
alone determined which one would emerge as the
winner or the loser in their final showdowns
(Wolfgang, 1958).
Petty quarrels escalate into life-and-death
struggles through a sequence of stages, or a series
of transactions. The initial incident might be a per-
sonal affront, perhaps something as minor as a slur
or gesture. Both parties then contribute to the
unfolding of a “character contest.” As the con-
frontation escalates, each person attempts to
“save face” at the other’s expense by hurling
taunts, insults, and threats, especially if onlookers
are pressuring them to fight it out (Luckenbill,
1977).
The term subintentional death has been
applied to situations in which those who got killed
played contributory roles in their deaths by exercis-
ing poor judgment, taking excessive risks, or pursu-
ing a self-destructive lifestyle (Allen, 1980). This
charge—that some people want to end their emo-
tional suffering and consciously or unconsciously
78. the deceased person’s outright dares and subliminal
invitations are interpreted within this framework,
victim-provoked homicide is tantamount to suicide
(Mueller, in Edelhertz and Geis, 1974); it is as if a
mentally disturbed individual had a death wish but
could not quite carry it through without help
(Wolfgang, 1959; Reckless, 1967). This assumption
of hidden motives is unsympathetic to the deceased
who allegedly manipulated others to kill them, and
it fosters a tendency to view them in a harsh light—
as troublemakers whose demise is really not a
tragedy.
Perhaps those who lost their final showdowns
didn’t welcome their fate. What might be misinter-
preted as a death wish was really an adherence to
the norms of street culture that extols the use of
force to settle disputes (Singer, 1986). This readiness
to resort to combat to resolve arguments is not a
sign of psychopathology but is instead learned
behavior. Cultural norms that require people to
fight it out and not back down are reported to be
most prevalent among Southerners (Butterfield,
1999) as well as among young men in poor,
urban neighborhoods who conform to a “code of
the streets” to prove their manhood and gain their
peers’ respect (Anderson, 1999). In many serious
assaults, detectives often discover that both the
injured party and the victorious assailant were
mutual combatants (Lundsgaarde, 1977).
Note that according to the law, not all people
wounded or killed by shootings or stabbings are
classified as crime victims. For example, an armed
robber slain in a gun battle with a bank guard
would be categorized as a dead offender, not a pro-
79. vocative victim. His demise would not be a murder
but an act of justifiable homicide if the security
officer resorted to deadly force in self-defense.
Some casualties of justifiable homicides apparently
committed “suicide by cop” (see Klinger, 2001) by
provoking police officers to shoot them—for
example, advancing in a menacing manner while
brandishing an unloaded gun, and ignoring urgent
warnings of “Stop or I’ll shoot!”
Victims of police brutality often are con-
demned for having provoked the officers into
using excessive force (beyond the necessary amount
allowed by law) to subdue and arrest them. This
image of instigating an officer to unleash retaliatory
violence is reinforced if the person who was beaten
was openly defiant and resisted arrest or even
assaulted the officer. The brutality victim’s allega-
tions are difficult to prove in criminal court (and in
civil lawsuits) if any officers who witnessed key
events abide by a “code of silence” and take part
in a “blue wall” cover-up of misconduct—unless
the incident was videotaped. Also, intense pressures
to drop the brutality complaint are brought to bear
on the injured person during plea negotiations if he
is charged with crimes.
Consequently, it is difficult to assess the extent
of the problem of police brutality as well as the
problem of victim provocation of officers. Reli-
able nationwide data and monitoring systems
don’t exist. Yet charges of police brutality and
countercharges of arrestee provocation must be
taken seriously and investigated carefully because
these divisive incidents can polarize the public,
strain police–community relations, and even
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from 17 cities and made a judgment in each case
about whether the person who was attacked shared
any responsibility with the assailant.
Victim-precipitated homicides (defined as
situations in which the person who died was the
first to resort to force) accounted for 22 percent
of all murder cases in the 17 cities: as much as 26
percent in Philadelphia (Wolfgang, 1958; see
above), and as high as 38 percent in Chicago
(Voss and Hepburn, 1968). About 14 percent of
aggravated assaults were deemed to be precipitated
(in which the seriously injured person was the first
to use physical force or even merely offensive lan-
guage and gestures, sometimes referred to as “fight-
ing words”). Armed robberies were committed
against precipitative individuals “who clearly had
not acted with reasonable self-protective behavior
82. in handling money, jewelry, or other valuables.”
Eleven percent of the holdups in the 17 cities
were deemed to be precipitated, about the same
as in a study conducted in Philadelphia (Normandeau,
1968). Forcible rapes that led to arrests were desig-
nated as precipitated if the woman “at first agreed
to sexual relations, or clearly invited them verbally
and through gestures, but then retracted before
the act.” Only 4 percent of all rapes were classified
as precipitated in the study of 17 cities. However,
as many as 19 percent of all sexual assaults in
Philadelphia were deemed to be precipitated by
females (Amir, 1967). (This controversial notion of
victim-precipitated rape will be explored and cri-
tiqued in Chapter 10.)
The commission concluded that instances of
victim complicity were not uncommon in cases of
homicide and aggravated assault; precipitation was
less frequent but still empirically noteworthy in
robbery; and the issue of shared responsibility was
least relevant as a contributing factor in rapes
(National Commission on the Causes and Preven-
tion of Violence, 1969b; Curtis, 1974).
Research projects that look into victim com-
plicity have shed some light on the role that alcohol
plays in terms of precipitation and provocation.
Alcohol is a drug (a depressant) and its consumption
has been implicated even more consistently than
the use of illicit drugs in fueling interpersonal
conflicts leading to fatal outcomes or serious injuries
(see Spunt et al., 1994; Parker, 1995). For example,
the UCR’s Supplementary Homicide Reports
(SHRs) for 2013 reveal that “brawls due to the