In these unprecedented times with the country recovering from a pandem.pdf

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In these unprecedented times with the country recovering from a pandemic, I know that those working the in the criminal justice system were facing challenges not previously experienced. Police had to deal with citizens directly. Probation/Parole Officers had to deal with offenders on supervision. Corrections Officers had to deal with prisoners. The court system had to function. So, do a little research and (1) find out what a specific police agency, (2) a specific probation/parole department, (3) a specific jail or prison and (4) a specific county court system was doing to manage all this during the Covid pandemic. This information should be available on the various websites. It has been also reported in the media. Respond in four specific paragraphs numbered 1 through 4. Identify the specific websites you used..

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French Revolution/Napoleon Unit Exam con. 4. Explain in detail Napoleon’s foreign policies and agenda. Did his plan for uniting Europe succeed? What, if any, mistakes did he make? What finally happened to Napoleon and what was his legacy for Europe as a whole? In a nutshell, Napoleon wanted to conquer the world. He would first start in Europe, then work his way through the continents. His intentions were to spread the Enlightenment ideas that were put into effect in France during the Revolution, such as public education and the right to own and strive for property, and at first, he was doing quite well. Napoleon subjugated most of continental Europe, and was the most powerful man in the continent in the early 1800’s. Of course, Napoleon made a few drastic mistakes, and these mistakes led to the eventual doom of the French Empire. It can be all summed up by his decision to invade Russia, first initiated because of the tsar’s noncompliance with France’s request to restrict trade with Britain and because of Napoleon’s lust for power and glory. He invaded with over 600,000 troops, yet he left with only a pitiful fraction of his soldiers. The main reasons for this include the cold Russian winter, lack of efficient supply lines, exhaustion from long marches through the vast nation, and the constant harassment by Russian soldiers. Napoleon lost a very experienced and effective army in Russia. The army he raised afterwards was not nearly as efficient, and as a result, Napoleon’s enemies organized a coalition to overthrow him. In the spring of 1814, they were successful, and Napoleon was exiled to Elba. However, being the ambitious man that he was, he returned to France, and desperately tried to regain his power. He was defeated again at Waterloo in June 1815, and was banished to Saint Helena. He would live here for the last six years of his life. The legacy of Napoleon would live on. He brought the nation of France to greatness from turmoil. He also conquered virtually all of continental Europe, save for Russia and the Ottoman Empire. He brought Enlightenment ideas to much of Europe – ideas that had first caused the Revolution in France in the first place. This would lead to new stirrings in other European nations, and the eventual collapse of the European monarchies. Case Study Analysis Paper Background Project Setting Acting as a subject matter expert on criminal investigation, you have been asked to assist in the creation of a simulation exercise of a multijurisdictional criminal investigation. Some of the preliminary work has already been completed. Your specific task is to compile the post investigation review document (rubric) to be used by exercise assessors in their evaluation of the quality of the criminal investigation. This is what you know: A series of 11 random explosions have occurred in an area that traverses two states, and a total of seven counties (five counties in one state and two counties in the other state), embracing a tot.

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1: Crime, Criminal Justice, and Criminology Learning Objectives This section will broadly introduce crime, criminal justice, and criminology. This section is designed to be a broad overview of what the subsequent chapters will cover in detail. It also demonstrates how the United States create laws, policies enacted to enforce laws, and the role of the media. After reading this section, students will be able to: • Understand the differences between deviance, rule violations, and criminality • Explain the differences between the interactionist, consensus, and conflict views in the creation of laws • Identify the three components of the criminal justice system • Discuss the differences between crime control and due process model, and application examples to each • Describe the wedding cake model theory and application examples to each tier • Briefly explain the role of the media and how media may spread myths in society • Briefly understand the unique role of victims in the criminal justice process Background Knowledge Probe: The goal here is to assess current knowledge about the criminal justice system at the start of the course. Each of these topics is covered throughout the course, and they will often be a controversial topic and topic for debate. You will indicate whether you know each statement to be True or False, but there is no right or wrong answer since it is just to assess your background knowledge. 1. Blacks commit more crime than any other racial group. 9 2. The United States has the lowest recidivism rates in the world (return to prison). 3. The death penalty is cheaper than life imprisonment. 4. Politicians shape our thoughts on crime, even if they are inaccurate. 5. Children are most likely to be killed by a stranger. 6. A stranger is most likely to physically harm you. 7. White-collar crime costs our country more every year than street-crime. 8. Juveniles are more violent today than ever before. 9. Immigrants commit more crime than native-born people. 10. Violent crime has risen in the United States over the last 20 years. ALISON S. BURKE, DAVID CARTER, BRIAN FEDOREK, TIFFANY MOREY, LORE RUTZ-BURRI, AND SHANELL SANCHEZ 10 1.1. Crime and the Criminal Justice System SHANELL SANCHEZ Theft as a Child The first lesson in crime and criminality I remember was when I was in second grade and stole something from a local drug store. I thought that the bracelet was shiny and perfect. At first, I remember wanting to try it on, but then I did not want to take it off. I had more questions than my Nana may have been ready to answer about why I did it and why I could not keep it. I had to take the bracelet back, which hurt because I loved it. Because of guilt or shame, I told my grandma what I did. Think about a time in your life that you may have done something similar. Was this first lesson in crime and criminality from the person you were raised by such as a parent(s) or grandparent(s)? Did they ...

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Corrections in America Fisher College Criminal Justice Program Robert Boomhower 2020 * Basics of CorrectionsJail, pre-trial detention, or awaiting arraignment or bail House of Correction, sentence of Less than 2.5 years Prison, sentence of MORE than 2.5 years *13 Jails in 14 counties, only Nantucket County does not have a jail/house of correction. There are 344 lockups in Massachusetts. A lockup belongs to the police departments (state & local) as well as dept of youth services and dept of mental healthHouse of Corrections, again, 13 of the 14 Counties have a House of Correction. The latest figures available (2009) indicate that there are 15,229 inmates being housed in County Jails and Houses of CorrectionThere are 18 Prison Facilities in Massachusetts under the direction of the Dept of Correction, with varying degrees of security, from Pre-Release to SuperMax, as of this morning, the DOC had 11,893 inmates under their control, with over 3800 corrections officers “holding down the fort”. 8% (942) are doing “life w/o parole” 92% will be released eventually 41.2% of those with no supervision 23.3% on parole 24.3% on probation 12.2% on both parole & probation The Purpose of CorrectionsCriminal sanctions in America have been based on FOUR schools of thought throughout the years. Sanctions changed as attitudes and correctional practices changed and society evolved. * Criminal sanctions and the “schools of thought” behind them change appox. Every 60 years. Beliefs come from culture and religion as well as social issues at a given time. Society seems to find a “Crime of the Decade” in which laws are passed, editorials are written and punishments become more severe. Examples of this are Operating Under the Influence, Domestic Violence, Drugs, and Elderly Abuse just to name a few. The Purpose of CorrectionsRetribution: a belief that criminals deserved to be punished. An “eye for an eye” as spelled out in the Bible and other early writings. A belief among the Puritans that landed here in 1620, that was derived from English Laws and became the foundation of corrections in America. * Normally a belief held by many religions that take a hard line approach to a persons behavior. This attitude was brought here by the pilgrims who were escaping religious persecution in England. Has a firm basis in English Common Law also known as the “Kings Laws”, and eventually found its way into colonial law. The Purpose of CorrectionsDeterrence: punishment that was severe enough so that the criminal and society in general, would not commit that or any type of crime again. * 20 lashes with a whip for stealing food, 3 days in the “stocks” for being drunk on the Sabbath. (Colonial America) In some cultures at some times the punishment was more severe. How about hanging for horse thievery? (United States) Having a finger or hand cut off for stealing. (Muslim) How about being stoned to death for Adultery? (Hindu) .

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