EVIDENCE-BASED POLICING 1Jervaughn F. ReidHelm School

EVIDENCE-BASED POLICING 1
Jervaughn F. Reid
Helm School of Government, Liberty University
Evidence-Based Policing
Dr. Melvin Richards
May 19, 2021
Author Note
Jervaughn F. Reid
I do not have any conflict of interest to disclose.
Any communication about this article should be articulated to
Jervaughn F. Reid
Email: [email protected]
Abstract
There have been proposals to incorporate scientific evidence
into police work. This paper will look

at evidence-based security, crime prevention, and problem-
oriented policing in prosperous
countries. It is believed that some aspects have hindered the
advancement of such a plan. Police
officers are not aware of evidence of crime-control techniques
and tend not to use traditional or law
enforcement reactions. There is a limited knowledge base on
which practitioners can develop
responses to crime problems, and researchers differ about what
is helpful. While attempts to
incorporate research into the police system are welcome,
caution will be taken against over-trust in
what can be achieved and provide advice to all who work to
strengthen the evidence-based
process.
Keywords: Evidence-Based Policing, Criminal Justice and
Problematic Police Forces.
Evidence-Based Policing
The use of data to support and guide policymaking has been
among the recommended

approaches for the effective attainment of evidence-based
policing (Greig-Midlane, 2019;
Farrington et al., 2019). Therefore, there should be a practical
approach and techniques of
collecting and interpreting data/evidence at the disposal of the
policymakers. Evidence is used to
decide if an offense has been perpetrated, suggest who may
have committed it, and attempt to find
a point beyond reasonable suspicion in a court of law
(Tewksbury, 2009). Mazzei & Roy (2017)
assert that policing will be more effective and provide long-
lasting solutions with evidence.
Traditional practices that lack adequate systematic confirmation
are subject to suspicion, according
to evidence-based policing. Evidence-based policing service
starts with empirical assessments of
both proven and new methods and procedures. Several police
innovations have emerged to include
evidence-based policy, such as the National Intelligence Model
(NIM). This paper, however,
focuses on problematic police forces (POP). This is because
POP has a more extended history than
NIM. Equally, more research has been carried out on
problematic police forces than National

Intelligence Models partly because problematic police forces
have a higher foreign profile than
National Intelligence Model in which the National Intelligence
Model will eventually overlook.
Lastly, POPs are more committed to public treatment than
National Intelligence Models. The
problem-oriented approach to policing and teamwork ostensibly
includes identifying, executing,
and creating information to resolve real-world neighborhood
challenges effectively. In the past
three decades, attempts to merge problematic police and
collaboration opened the way for
exploring the opportunities and benefits of a more generally
evidence-based approach to policing.
The Theory of Evidence Use in Problematic Police Forces (Pop)
Scanning, Analysis, Response, and Assessment (SARA) is the
best established problem-
oriented police and cooperation model. SARA has been
designed to simplify complex and
daunting systems that rarely move linearly from stage to stage.
Generally, SARA encapsulates the

basic logic and underlines the vital position that evidence use
and generation in POPs can perform.
Scanning involves collecting data to detect persistent and
nuanced community concerns. The
analysis consists of determining the relevant factors for the
issue to continue focusing on certain
conditions that are more likely to be practiced and cost-
effective in the longer term. It often
involves a thorough review of the earlier solutions to the
problem to assess what did not succeed
and why the problems discussed remain through prior efforts to
fix them. The word “action”
applies to deliberate attempts to find such steps to alleviate a
specific issue. According to O'Leary
(2005), there is a need to ensure that all biases are overcome
before an issue is scheduled to be
addressed. Overcoming the biases will help in the formulation
of a solution that is long-lasting.
Biases may be avoided by using and evaluating factual data
when making a decision and
formulating policies. Evaluations are the most evident
contributors to the knowledge base since
questions can be better identified and their origins can be
understood. Data collection and

comprehensive review are needed for scanning, analysis, and
evaluation (O'Leary, 2005). They
include a method of intervention analysis equivalent to the
finest evidence-based healthcare.
Many programs dealing with re-victimization show the potential
of problematic police
forces, even if not expressly problem- oriented. Many of the
burglaries in the major cities are
recidivists (Farrington et al., 2019). The investigation shows
that the crimes mostly took place
quickly, the sites targeted were fragile, and payment meters
were particularly enticing targets.
Subsequent work was based on the U.S. and United Kingdom
award schema, which honors
innovation in problem-oriented police services, and it showed
why the same suspects or associates
who know what to expect if they commit another offense seem
to be responsible for repetitive
crimes. For example, in the Kirkholt evaluation, rapid safety
improvement, prepaid meter removal,
and the establishment of mini-neighborhood watches known as
the 'cocoon watches' were

considered. Given the actual problem and measures taken to
solve it in Kirkholt, the evaluations
centered on the accurately forecast trends, evaluating the annual
increase in burglary and the
relation between repeated events and statistics. The appeal of
problematic police forces is obvious.
In addition to examples of its relative usefulness (Hinkle et al.,
2020) and some programs (McLean
et al., 2019), it also corresponds to a broader evidence-based
movement and the wide use of
"science" approaches when discussing social problems.
Evidence Use in Problematic Police Forces in Practice
In this situation, Goldstein uses the term "intelligence" instead
of "proof." In recent years,
the word "knowledge police" has become much more common
(Donalds & Osei-Bryson, 2019)
and refers to the usage of science, evidence, and technology to
educate the police. On the other
hand, Donald's comments placed uncertainty on the police's
willingness to implement its vision,
mostly with alliances. Donald’s findings were similar to those
of several people who looked at
problematic police forces implementation efforts in the United

Kingdom (Ozkan, 2016). Evidence
is never shown to decide how to fix a dilemma.
Moreover, more traditional law enforcement reactions seem to
return. For example, (Ozkan
2016) showed that police officers favor aggressive action
against suspicious crimes such as typical
police responses involving patrols, observations, monitoring,
calls, apprehension, and alerts
account for 40 percent of police operations in Cleveland and
Leicestershire, respectively.
According to (Fleming & Rhodes, 2017), police officers felt the
holes in the capacity of partner
departments for policymaking, using more conventional police
techniques, such as increasing high-
profile patrols and criminal monitoring. (Oliver, 2015) found
that colleagues or related parties were
the most popular source of advice to find innovative solutions
for challenges (42 percent). (Oliver,
2015) found that 58 percent (n = not mentioned) of the police
officers in the six months preceding
the survey did not read a Home Office Research Report. (Oliver,

2015) noted that plans rarely
indicated that authors had consulted on current problem-solving
research based on a sample of 150
Oliver Award applicants from the United Kingdom before their
projects. Overall, 41 of 150
projects examined cited studies or literature in addition to their
replies, with a limited proportion of
references (n = 8).
Explanations for the Neglect of Evidence
All seem to believe that it is a good thing to use the
"intelligence" or "information" of
success to find means to overcome challenging barriers. Then
why has not it happened yet? There
is not necessarily a particular explanation. As can be observed,
several non-exclusive alternatives
are available. There are four potential explanations: the
accuracy of the results, the availability of
information, the operational limitations, and the essence of the
topics under discussion. Until
explaining this, it is worth mentioning that the barriers to
implementing an approach and practice
founded on facts are not limited to law enforcement and crime
prevention (Farrington, 2019).

The Nature of Evidence
It is a dynamic topic commonly seen in reality (Beerkens,
2018), ranging from small
empirical to large-scale social studies. In the field of health
care, a hierarchy of efficacy evidence
with randomized control tests (RCTs)2 or in particular
comprehensive assessments3 at the pinnacle
has been identified (Beerkens, 2018). Although experimental
methods are sometimes used for
determining what is beneficial, it is questionable what shows
efficacy in criminal justice
(Beerkens, 2018). Their usefulness has been called into question
as factual hierarchies are formed
to fit those used in health care (Telep & Somers, 2017). Neither
doctors nor researchers readily
recognized the case for criminal justice of randomized control
tests (Huntington, 2021) are
concerned that; retention of fruitful intervention can be
unethical and that retention of unsuccessful
intervention may pose questions about public safety. Regardless
of the legitimacy of these

objections, randomized control tests are rare in the world of
compliance and crime prevention.
(Farrington, 2019) identify 12 police randomized control tests,
none in the United Kingdom, and
several investigating domestic abuse and high crime arrest
practices.
The Availability of Evidence
There have been concerns about the speed and quality of
disseminating government-funded
studies throughout the United Kingdom. Commenting on the
interpretation of results from an
inconsistency avoidance scheme funded by the government,
(Kadry, 2019) objected to "negation,
pretense, selective perception and use of proof for political
purposes." Sherman (2009) addresses
the conclusions of the randomized control tests (RCT),
published by the Ministry of Justice in
2019, on the effect of restored justice services in England and
Wales. (Kadry 2019) states that its
conclusions were not generally published given the significance
of the study for politics and
practices since they challenge the prevailing political ideology.
Writers have long emphasized the
value of having a common understanding of how to address

crime issues to allow problem-based
solutions to be implemented (Kadry, 2019) argues (along with
others) that, because police officers
lack access to facts of conduct and issues, it is not shocking that
officers sometimes do not know
what to do when they are faced with them. There have been
attempts to spread academic
knowledge on the success of the systematic fight against crime
so that experts can implement what
is proved to be successful. With its landmark paper
commissioned by the U.S. Congress entitled
"What works, what is not, and what is promising," (Kadry,
2019) were pioneers in this effort. As
part of the Comprehensive Spending Analysis in the United
Kingdom (Kadry, 2019), a current
evidence review was carried out about what is considered
beneficial in preventing reoffending. The
home bureau has now created "toolkits," which are web-based
resources that offer guidance about
how issues are resolved across a range of crime problems. On
the other side, these home office

portals seem to be not routinely processed. They are uncertain
in their use. on problematic police
forces Center is a United States forum with an understanding of
what tactics are effective for
combating aggression and how circumstances and how
problematic police forces should be used.
The Campbell Collaboration publishes comprehensive statistical
analysis analyses in various areas,
such as criminal law enforcement. The Campbell Library has 14
detailed assessments on 'crime'
programs, but this number is likely to rise. On the other side,
structural analysis can rely on high-
quality assessments. As already stated, there is a shortage of
evidence to support successful tactics
to combat crime. The evaluators were also pleased with their
thorough study of the effects of
problematic police forces with the limited number of studies
that meet their inclusion requirements
(10 out of around 5500 publications and reports). Such
questions are the lessons they can draw:
'Our results suggest that problem-oriented policing agencies
have a modest effect on crime and
disorder reduction, but vigilance is advisable in the evaluation
of these finding due to the limited

number of qualification studies and a large number of problems
and responses used in these
studies.' A policymaker or other authority which relates to this
analysis would be dark to affect
decision-making.
Organizational Constraints
Galeano et al. (2021) describe several proof barriers.
Organizations cannot also search for
physicians when they study academic research and are restricted
to days or nights. New studies
into effective practice cannot be called "real work" and can be
deemed a "threat to professional
judgment and competence. In addition, promotions are typically
not dependent on specialization
and skill acquisition in a specific area that can hinder scientific
science. They are all also applicable
to law enforcement.
Legal and Political Hermeneutics and Biblical Interpretation
The war of ideas starts partly because of different conceptions
of what is correct and valid.

We claim that reality is not just contextual or relative, that,
although both of these influences, it is
not simply related to meaning, personal and institutional
history, or subconscious assumptions. We
should know absolute reality as objects, that is, as created
entities. We refute the relative's lie that
we cannot be sure of empirical truth as objects. We are the
subjects; the reality of God is empirical.
We assume that we should achieve objective understanding
according to the Bible, even though we
cannot achieve it thoroughly. We embrace the real universe,
while incomplete, and obey what God
ordered from the beginning, “And God blessed them, and God
said unto them, be fruitful, and
multiply, and replenish the earth, and subdue it: and have
dominion over the fish of the sea, and
over the fowl of the air, and over every living thing that moveth
upon the earth.", (King James
Bible,1769/2017, Genesis 1:28). We should still tell people the
facts and talk logically about them.
Of course, knowing real things is not enough.
We consider that the Bible is the point of departure for the truth
and that all that we believe
in government and culture must come from the Scriptures. We

recognize that a solid hermeneutic
is essential for interpreting the Scripture to understand both the
spirit and the letter of the Rule. So,
we eventually accept that our own sinful and fragile conception
of what is genuine and truthful,
aside from Spiritual direction, will still lead us astray, "The
heart is deceitful above all things, and
desperately wicked: who can know it?", (King James
Bible,1769/2017, Jeremiah 17:9). This is the
very thing that Christ has rectified in his salvation mission on
the cross.
Conclusion
In conclusion, the demand for the systemic integration of
empirical findings into legislation
has been widely supported and is evident. While the government
has a clear vision for evidence-
based decision-making, a range of roadblocks hinders its
execution. Although sure of these
obstacles are universal to every evidentiary plan, most are
unique to the police. In addition, the
feasibility of measures to resolve the issues most often assigned

to the police is not understood.
Secondly, the information opens to police officers and their
families will not be easily known.
Officers will fight to distinguish "sound" evidence from "false"
or "misleading" evidence. Thirdly,
there are divergent views as to why "doing" evidence-based
science complicates the matter.
Finally, the traditional habits of police officers and other
professions cannot be changed. The
police and the scientific community can also consider what may
support evidence-based practice in
this sector. One is a commitment to gather data on the
effectiveness of protection and crime
prevention interventions.
Furthermore, it is essential to promote the development of
broader information, such as
knowledge about the crime prevention mechanism and practice;
the desire to introduce more
consistently evidence-based approaches in law service such as
involvement with academic findings
and rational thought in light of such studies on modern police
practices; the need to more
systematically introduce evidence-based approaches into
policing practices, such as empirical

literature and informed reflection in the light of this research.
The Bible is explicit that we are to
look after the needy, and the Church and State, albeit in
different respects, seem to be doubly
concerned. The State is mainly concerned with preventing
corruption and abuse of the poor, which
is typical in democratic regimes. This will require a ban on
reindeer capitalism. Meanwhile, if the
government is interested only in inalienable privileges, social
security, and care for the vulnerable,
it remains largely part of the Church and the society.
References
Beerkens, M. (2018). Evidence-based policy and higher
education quality assurance: progress,
pitfalls, and promise. European Journal of Higher Education,
8(3), 272–287.
https://doi.org/10.1080/21568235.2018.1475248

Blomberg, T. G. (2019). Making a Difference in Criminology:
Past, Present, and Future. American
Journal of Criminal Justice, 44(4), 670–688.
https://doi.org/10.1007/s12103-019-09484-6
Donalds, C., & Osei-Bryson, K.-M. (2019). Toward a
cybercrime classification ontology: A
knowledge-based approach. Computers in Human Behavior, 92,
403–418.
https://doi.org/10.1016/j.chb.2018.11.039
Farrington, D. P., Lösel, F., Braga, A. A., Mazerolle, L., Raine,
A., Sherman, L. W., & Weisburd,
D. (2019). Experimental criminology: looking back and forward
on the 20th anniversary of
the Academy of Experimental Criminology. Journal of
Experimental Criminology.
https://doi.org/10.1007/s11292-019-09384-z
Fleming, J., & Rhodes, R. (2017). Can experience be evidence?
Craft knowledge and evidence-
based policing. Policy & Politics.
https://doi.org/10.1332/030557317x14957211514333
Galeano, L., Izquierdo, A., Puig, J. P., Vegh, C. A., & Vuletin,
G. (2021, March 8). Can
Automatic Government Spending Be Procyclical?
Www.nber.org.

https://www.nber.org/papers/w28521
Greig-Midlane, J. (2019). An institutional perspective of
neighborhood policing reform in
austerity era England and Wales. International Journal of Police
Science &
Management, 21(4), 230–243.
https://doi.org/10.1177/1461355719889464
Hinkle, J. C., Weisburd, D., Telep, C. W., & Petersen, K.
(2020). Problem‐ oriented policing for
reducing crime and disorder: An updated systematic review and
meta‐ analysis. Campbell
Systematic Reviews, 16(2). https://doi.org/10.1002/cl2.1089
Huntington, N. (2021). Evaluation, Science, and Pragmatism.
Policy Quarterly, 17(1).
https://doi.org/10.26686/pq.v17i1.6728
Kadry, A. T. (2019). Practical considerations for implementing
an evidence-based policing
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Society, 1–13.
https://doi.org/10.1080/10439463.2019.1692839

King James Bible. (2017). King James Bible Online.
https://www.kingjamesbibleonline.org/
(Original work published 1769)
Mazzei, M., & Roy, M. J. (2017). From Policy to Practice:
Exploring Practitioners’ Perspectives
on Social Enterprise Policy Claims. VOLUNTAS: International
Journal of Voluntary and
Nonprofit Organizations, 28(6), 2449–2468.
https://doi.org/10.1007/s11266-017-9856-y
McLean, K., Wolfe, S. E., Rojek, J., Alpert, G. P., & Smith,
M. R. (2019). Police Officers as
Warriors or Guardians: Empirical Reality or Intriguing
Rhetoric? Justice Quarterly, 1–23.
https://doi.org/10.1080/07418825.2018.1533031
Oliver, W. M. (2015). Depolicing: Rhetoric or Reality?
Criminal Justice Policy Review, 28(5),
437–461. https://doi.org/10.1177/0887403415586790
Ozkan, M. (2016). A paradigm shift in policing: Crime
reduction through problem-oriented
policing. Journal of Human Sciences, 13(1), 2032.
https://doi.org/10.14687/ijhs.v13i1.3764
O’Leary, Z (2005). Researching real-world problems: A guide
to methods of inquiry. Sage

Telep, C. W., & Somers, L. J. (2017). Examini ng police officer
definitions of evidence-based
policing: are we speaking the same language? Policing and
Society, 29(2), 171–187.
https://doi.org/10.1080/10439463.2017.1373775
Tewksbury, R. (2009). Qualitative versus Quantitative Methods:
Understanding Why Qualitative
Methods are Superior for Criminology and Criminal Justice.
Journal of Theoretical and
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http://jtpcrim.org/January_Articles/Qualitative_Vs_Quantitave_
Richard_Tewksbury.pdf
This week, we learned about information technology and virtual
reality. For your Unit 4 Complete assignment, write a narrative
essay, (a minimum of 1,200 words using at least three scholarly
sources properly referenced using APA 7th.) to
Given the many uses of information technology in health care
today, should anyone entering a health care field be computer
competent? What are the advantages and disadvantages of using
virtual reality simulations in health care education? One of the
characteristics of the Internet is anonymity—you can hide your

identity, and so can anyone else. What are the possible effects
of this on Internet support groups?
Textbook
Becoming Qualitative Researchers - 5TH 16
by: Glesne
Researching Real-world Problems – 05 O’Leary
· Glesne: chapter 2
· O’Leary: chapters 2 & 3
Evaluate Your Own Research Question
Evaluate the quality of your research question and the ease with
which you should be able to answer it.
Ask yourself:
1. Does the question deal with a topic or isue that interests me
enough to spark my own thoughts and opinions?
2. Is the question easily and fully researchable?
3. What type of information do I need to answer the research
question?
For example, to answer the research question, "What impact has
deregulation had on commercial airline safety?" will require
certain types of information:
· Statistics on airline crashes before and after
· Statistics on other safety problems before and after
· Information about maintenance practices before and after
· Information about government safety requirements before and
after
4. Is the scope of this information reasonable (e.g., can I really
research 30 online writing programs developed over a span of
10 years?)
5. Given the type and scope of the information that I need, is
my question too broad, too narrow, or okay?
6. What sources will be able to provide the information I need
to answer my research question (journals, books, Internet,

government documents, people)?
7. Can I access these sources?
8. Given my answers to the above questions, do I have a good-
quality research question that I actually will be able to answer
by doing research?
Contact your course mentor if you're not sure whether your
research question fulfills the assignment.Questions or feedback
about ESC's Online
Formulating a Research Question All research begins with a
question derived from a general topic that piques your
interest, often through general reading, topical discussion,
lectures, family experiences, etc. In many cases the general
topic is set by your Instructor. Generally, the question
should be: 1. Relevant. The question should have some
bearing on the topic and remain within the limits that were
set beforehand. 2. Interesting. Choose a topic that interests
and stimulates you otherwise searching could become
tedious. 3. Focused and specific. The question should not
be too broad or vague. You can however begin with a broad
question and then narrow it down to be more specific. You
can narrow the question down by: - a particular aspect,
e.g., economic, psychological - a particular time period - a
particular event e.g., 9/11, rape, divorce - a geographical
area - gender - age group The result should be a question for
which there are two or more possible answers. The following
examples illustrate how to narrow broad topics to create
focused research questions. Broad topic Women’s health
Computer games Eating disorders Narrowed topic → Women
and cancer → Computer game violence → Teenagers and
Focused topic → eating disorders → Teen peer Research
Question Women smokers and breast cancer → Computer game
violence and children pressure and → → Is there an
association between cigarette smoking and breast cancer risk?
How does violence in computer games affect children? →
What role, if any, does peer pressure play in the

BOOKSHELF ACCESS
https://bncvirtual.com/vb_econtent.php?CSID=2QBKBOKB2UT
KWUQO2KQTCQSCB&FVCUSNO=1589
[email protected]
Melbourne1 password
CJUS 750
Developing Research Questions Grading Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Research Questions
16.25 to 17.5 points:
Research question s are well developed with a scope appropriate
to available resources and the terms of the assignment.
Questions are grounded in background information, but displays
a high level of independent thought and inquiry.
· Produces 3-5 research questions
· Produces 5-10 open-ended interview questions
14.75 to 16 points:
Research questions are fairly focused, and is a good fit for
available resources. Research question shows some

understanding of issues and concepts related to the subject.
Displays some aspects of original thought or investigation.
1 to 14.5 points:
· Research question is related to the topic, but is too broad or
too narrow. Topic cannot be realistically researched with
available resources and/or time. Question may be basic enough
to be easily answered with general background resources instead
of requiring deeper investigation.
· Missing a significant number of research and/or open-ended
interview questions.
0 points
Not present
Gather Preliminary Information
16.25 to 17.5 points:
Student identifies sources of background information and
extract numerous concepts and keywords from which to develop
a research question.
14.75 to 16 points:
Student identifies sources of background information and
successfully extracts some concept and keywords on which to
build a research question.
1 to 14.5 points:
· Student identifies sources of background information, but
shows difficulty extracting concepts and related themes on
which to build a research question.

0 points
Not present
Viability
16.25 to 17.5 points:
Student can articulate the weaknesses of initial research results.
Student successfully engages in an interactive process to arrive
at a research question and search terms that results in
successful, targeted results.
14.75 to 16 points:
Student can articulate the weakness of initial research results.
Student alters search terms and scope of research question to
improve results.
1 to 14.5 points:
· Student recognizes weaknesses in initial research results, but
has difficulty articulating reasons for poor results. He/she
makes minimal changes to initial research question by altering
some search terms or approaches.
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing

1-83%
Not Present
Total
Spelling and Grammar
9.25 to 10 points:
No APA, spelling and/or grammar mistakes.
8.5 to 9 points:
Minimal APA, spelling and/or grammar mistakes.
1 to 8.25 points:
Noticeable APA, spelling and/or grammar mistakes.
0 points
Not present
Sources & Citations
11.5 to 12.5 points:
Citations from all required readings/presentations from the
assigned module/week.
10.5 to 11.25 points:
Citations from most required readings/presentations from the
1 to 10.25 points:
Citations from few required readings/presentations from the
0 points
Not present
Professor Comments:
Total:
/75
COUR
CJUS 750Developing Research Questions Instructions
This paper requires you to create research questions based upon

the literature review and annotated bibliography research.
1. Think about your current understanding (working theory) of a
research issue of interest to you in the criminal justice field
(here again is where the previous Literature Review and
Annotated Bibliography assignments will help you). What
important concepts are part of this research interest and how do
they relate? Begin a search of the relevant literature.
2. Develop three to five research questions that help to focus
your topic. List possible aspects of the conceptual context that
would guide a literature review if you were to do one.
3. Create a research statement (if you have not done so already)
and create five to ten open-ended interview questions for your
own research project. Pilot the questions with a classmate,
asking her or him to pretend that she or he is one of your
participants. Work together to reshape the questions. Then pilot
the questions with someone who has had experiences similar to
your research population or ask the questions of a research
participant who is willing to collaborate with you on developing
your questions. Reshape the questions again after reflecting
upon what worked, what did not, and what new questions arose.
4. Be sure to write down the answers to those questions (you
will need them for another upcoming assignment).
Assignment Specifics:
1. Write an introduction about the assignment
2. Write at least two paragraphs with their research statement
embedded. These paragraphs should also be supported with
credible academic sources
3. Write at least one supportive paragraph before listing the
research questions
4. Write at least one supportive paragraph before listing the
interviewing questions
5. Write at least a one paragraph conclusion
Submit this assignment by 11:59 p.m. (ET) on Sunday of

Module/Week 3.
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EVIDENCE-BASED POLICING 1Jervaughn F. ReidHelm School

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