An interview conducted by the ACLU in March of 2005, preceding a Supreme Court hearing in the case of Castle Rock, Colorado v. Gonzales. This case determined the accountability of local law enforcement for failing to enforce court orders that protect victims of abuse by a spouse or acquaintance.
Welcome to the First Edition of an OER textbook for Penn State's CRIMJ 100 Course. This text was developed with the assistance of an Affordable Course Transformation grant from The Pennsylvania State University.
Looking for some legal research resources? Worried about how to find and read judicial opinions? Interested in learning more about case briefs? Concerned about your prior experience with legal terms?This online resource is designed to support learners taking courses that require legal reading, writing and research.
Learning Objective To familiarise students with the framework, key principles and statutes surrounding social work intervention with families and adult offenders.
This resource provides statistical data pertaining to state and local law enforcement, including: personnel, operating expenditures, 9-1-1 participation, computers and information systems, video cameras, police-public contact, and law enforcement training academies.
This Open Educational Resource text has been created from a combination of original content and materials compiled and adapted from a number of open text publications.Attributions are more clearly delineated in the License and Attributions area of this textbook, including descriptions of which sections were edited prior to their inclusion.This Open Textbook is designed to be a comprehensive coverage of Psychopathology and Abnormal behavior in a clinical context, reflecting past and current research, including coverage of the DSM-5. Note from the author* : The variability of the in text citations and the absence of foot notes, reflect the very nature of this compilation of various source materials. We hope that this will not distract the reader. Original texts can be found by following the attribution url, for those interested in original authors, especially when a reference to research has been made.*Dr. Sonja Miller is a Clinical Psychologist and Visiting Assistant Professor at Suny Albany and Adjunct Professor of Psychology at Hudson Valley Community College (at the State University of New York at Albany).
The ability to communicate is critical to those who work in law enforcement. This book will examine the key principles of communication personnel in law enforcement require. Areas covered include listening skills, communicating tactics, interviewing skills, note-taking, report writing and testifying in court. Also covered is a section on PTSD and its interaction with law enforcement. Key here is that police officers should understand the relationship between PTSD and the need to communicate with others in seeking help and assistance. The book concludes with a section on the history of women in policing. It is the belief of the authors of this book, that women have played an enormous role in developing the communication within policing and have advanced the narrative of a more inclusive approach to communication.
A supplement to the course CRIMJ 1165 - Computers & Criminal Justice at the College of DuPage. Includes readings, assignments, and explanatory materials.
This resource will be updated as needed. For the most recent version, visit: https://cod.pressbooks.pub/crimj1165/
This OER Textbook was developed for use in conjunction with introductory level correctional case management courses. It provides an overview into the major aspects of correctional case management, in both institutional and community settings.
Middle and High School educators from across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year.
This drive folder includes an Accessible Syllabus, Increased Level of Cultural Responsiveness document, and Legacy Assignment.
Police & Community: Policy Perspective
This course provides a broad review of contemporary American crime control policies and their relationship to community needs and citizen expectations. Emphasis on the influences that politics (i.e. minority groups, advocacy groups, etc.), culture, economics and bureaucracy have on policy development.
Students who successfully complete this course will be able to:
Describe the police history, organizational and operational structures, strategies and tactics, ethics and policies, and behavior through the scope of police-community relations.
Adequately explain the complex nature of police-community relations and how it has changed throughout the years.
Understand the important theoretical foundations, empirical research findings, and contemporary practice, and to identify “best policies and practices” in policing.
Examine what is necessary for improving police-community relations in our society today.
Funded by Achieving the Dream, this text covers Corrections, Criminal Justice Systems and Processes, Research Methods, Theories of Behavior/Punishment, Justice and the Law, Policing, Courts, and Sentencing.
In this lab, we will be working with entering, formatting, and analyzing data in Excel. Please note: this lab is written for a beginner in Excel and meant to introduce you to various capabilities of Excel. You may feel the need to skip through some steps if you are experienced with Excel, and that is fine. Just make sure you understand the content of the lab! Future work will build on these skills.
This course provides an overview of the history and present-day operation of the criminal justice process in the United States. Students analyze the role, responsibility and authority of each of the components of the system: police, courts, corrections and rehabilitation. They will also explore and examine the underlying principles and values of justice. All course content by Nunotte Zama. Content added to OER Commons by Victoria Vidal
Criminal Law uses a two-step process to augment learning, called the applied approach. First, after building a strong foundation from scratch, Criminal Law introduces you to crimes and defenses that have been broken down into separate components. It is so much easier to memorize and comprehend the subject matter when it is simplified this way. However, becoming proficient in the law takes more than just memorization. You must be trained to take the laws you have studied and apply them to various fact patterns. Most students are expected to do this automatically, but application must be seen, experienced, and practiced before it comes naturally. Thus the second step of the applied approach is reviewing examples of the application of law to facts after dissecting and analyzing each legal concept. Some of the examples come from cases, and some are purely fictional. All the examples are memorable, even quirky, so they will stick in your mind and be available when you need them the most (like during an exam). After a few chapters, you will notice that you no longer obsess over an explanation that doesn’t completely make sense the first time you read it—you will just skip to the example. The examples clarify the principles for you, lightening the workload significantly.
This course provides an overview of the history and present-day operation of the criminal justice process in the United States. Students analyze the role, responsibility and authority of each of the components of the system: police, courts, corrections and rehabilitation. They will also explore and examine the underlying principles and values of justice.
Centered on the OER text Criminal Law, this is a comprehensive and detailed syllabus for Criminal Law at Western Oregon University for the course Criminal Law. The course examines the sources and application of substantive criminal law. Students will learn to locate, interpret and apply municipal ordinances, state statutes, common federal law and how to find and research statutes.
This course focuses on the post-verdict phase in criminal cases from sentencing through appeals. This is an introductory level course in criminal procedure, and no prior knowledge or experience is required.
Our first module presents a survey on the different types of sentences, including plea-bargains, diversion, fines, probation, community service, house arrest and incarceration. We will also look at sentencing structure, including discussions of concurrent and consecutive sentencing, split sentences and suspended sentences.
We will then turn to sentencing procedure. Module 2 looks at the sentencing hearing and the statements by various parties, including the prosecution, defense counsel, the defendant, witnesses and victims. We’ll also look at the pre-sentence report and the role it plays in many sentencing procedures. We’ll also discuss the roles of victim impact statements and when and for what they are appropriate.
Module 3 covers the statutory bases for sentencing. We’ll look at statutory sentences, including prescribed minimums, maximums and the landscape of the judge’s discretion in sentencing. We’ll also focus on the role and mechanics of the federal sentencing guidelines.
In Modules 4 and 5, we’ll turn to appeals. Module 4 covers the right to appeal, types of appellate review and the applicable standards of review. We’ll look at de novo, abuse of discretion and review for “clear error.” We’ll also cover the types of errors that can or must lead to reversal and the “plain error” rule. We’ll also look at habeas corpus. While not direct appeals, habeas petitions present collateral bases for appeal.
In Module 5, we’ll look at appellate procedure. We’ll cover the final judgment rule and when interlocutory appeals are allowed. We’ll also discuss when, where and how appeals must be filed. We’ll cover the procedures of writing briefs, conducting oral arguments and the issuance of appellate decisions. Finally, we’ll outline the possible results of appellate proceedings.
By completing this course, you should acquire a better understanding of the processes that follow criminal convictions in the criminal justice system. We hope that you will take advantage, as well, of our other criminal law and procedure courses.
This resource is of Wikipedia discusses on the historical aspects of Criminology , Different Schools of Criminological Thoughts including Sociological,Psychological, Marxism Theories, Labelling Theories, Routine Activity Theory, Biologilcal thoeries .
This source also discusses the definition and types of Crime.
Thus , the Wikipedia is the original source, it is shared in this OER platform to share the insights on Criminology to many of the people. Hence, I deserve no right on this resource , other than sharing it.
Criminology and Criminal Justice: Research & Writing Syllabus
Engages students in building research, critical thinking, and communication skills necessary to
succeed in upper division coursework in criminology and criminal justice and to achieve
professional goals. Fosters an understanding of the stages in the research process, including
literature review, research design, data gathering, and analysis. Emphasizes the ability to
effectively communicate analysis from criminological perspectives.
This course is designed to guide you towards:
• Developing written, oral, and visual communication skills that reflect knowledge of the
disciple, professional behaviors, and abilities needed to enhance career opportunities.
• Employing critical thinking skills through comprehensive exploration of issues and ideas
before accepting or formulating an opinion when evaluating issues in criminology and
This lecture presents information about cybercrime, which has become the most ubiquitous crime world-wide and affects individuals, companies and government. The lecture indicates that 95% of all cybercrime is preventable and describes a myriad of cyber security techniques that are available to prevent hacking. Legislation to combat cybercrime is presented as well as the places where cybercrime should be reported.
This presentation covers the legal environment of cybercrime to date. It addresses: the challenges of law enforcement; federal government vs. state jurisdiction of cybercrime; law enforcement department and agencies which handle cybercrime; criminal statutes and privacy statutes.
The goals of this activity are to facilitate team work, critical thinking, and presentation skills in the area of cybersecurity and fake news. Students will be grouped into two teams. As a team, they will choose and analyze cases and ethical questions about fake news through the questions presented in the activity. They will present their analysis to the class.
This is an activity the goals of which are to facilitate team work; critical thinking; presentation skills in the area of cybersecurity and law. Students will be grouped into two teams. As a team, they will choose and analyze cases about online identity theft through the questions presented in the activity. They will present their analysis to the class.
The lecture presents information about how the Internet works so students studying cyber security can better understand how cybercriminals commit their crimes. The lecture provides elemental concepts so students of all disciplines, from computer engineering to criminal justice and law can obtain a basic foundation.
With 38.5 billion smart devices in existence in 2020 and increasing every year, the potential for security breaches in the Internet of things is also escalating at a dramatic pace. The goal of this team activity is to facilitate team work, critical thinking, and presentation skills in the area of cybersecurity and the Internet of Things. Students will be grouped into two teams. As a team, they will analyze cases about security cameras and smart dolls through the questions presented in the activity. They will present their analysis to the class.
'Decolonization and Justice: An Introductory Overview' emerged from the undergraduate students’ final assignment in JS-419 on Advanced Seminar in Criminal Justice at the University of Regina's Department of Justice Studies, Canada. This book focused on decolonization of multiple justice-related areas, such as policing, the court system, prison, restorative justice, and the studies of law and criminology. This is quite likely one of the few student-led book projects in Canada covering the range of decolonization topics. Ten student authors explored the concept of decolonization in law, policing, prison, court, mental health, transitional justice and restorative justice. We are grateful to receive funding support from the University of Regina’s OER Publishing Program Small Project Grant, which enabled us to hire a professional copy editor for the book.
I know a LOT about Dyslexia-both in a personal level and a professional level. It goes UNDIAGNOSED in thousands of people across all ages. Within Corrections, the percentage of students we serve with Dyslexia is incredibly high. Recent Federal legislation has opened the door to reforms- but this emphasis hasn't taken on importance yet in the state that I reside in.
I am a Microsoft Geek- that is the biggest resource that has been available for me to use in adult ed. I have a PowerPoint that explains some basic facts about Dyslexia. Plus a self-made Dyslexia Screener that I put together by combing through several online resources.
The out of pocket cost for the ed psych testing my child needed to diagnose dyslexia & dyscalculia was close to $2,000. Our students most likely didn't ever have the money to pay for that, nor will they. Please do what you can to research on your own! You can find ways to help. If you need suggestions, comb through more of my resources.
Working within Correctional Education, I have had many students who were LEP/ ESL and had great language barriers. I have had other tutor/workers who were extremely skilled and fluent in both languages. I asked my tutor worker to convert some of the English sentences in these random PowerPoints into Spanish. We are able to give students the GED exams in Spanish where I work.
I have several LEP students right now that don't quite have extra time to come down to study in person in the school. I worked up some neat templates to create simple mini-books that highlight common things here in America. Workers, Health Issues, Transportation, etc...
The PLA training materials explain how the language experience approach can help adult learners master this language.
This resource is for just that. Take one or two of the mini-books and use them in your classes.
They are EASY to modify using Microsoft Word. They are EASY to print if you follow the directions I set on the cover page.
I plan to issue one book at a time to my students, when they can read it well I will give them a different book.
I used Wikipedia & Wikivoyage (RACHEL PROGRAMS) that we have available for our Correctional Ed Students. [No Internet, EVER for them fyi.] These trivia programs I tend to hold periodically throughout the year. I like to hold them around the holidays since they are rather depressed.
If your students have the full internet, they will be NO challenge for them. But with limited resources, they might take interest in some of the trivia here. It is mostly Geographical.
We gave out small prizes for the most correct, requiring complete sentences in their answers.
The course is structured in theme-based quarters; each quarter targets a mode of writing (argumentative, persuasive, analytical) paired with a thematic unit of study. No texts are mandated, but texts are suggested to align with each theme. Though teachers have the flexibility to teach texts that they believe will best engage and push their students to a deeper understanding of the targeted standards, I became more and more aware of a lack of depth to the curriculum’s nature writing unit.
The district-endorsed unit, titled “Self and Nature: Exploring Human Relationships with Nature” recommends texts that are familiar to many English teachers as the canon of American transcendentalism, the 19th-century literary and philosophical movement advocating for the unity of nature, the divine, and humanity. Some suggestions outside of that realm are recommended (Rachel Carson, Jack London, Jon Krakauer), but even these more modern suggestions do very little to tell a more accurate and complete story of human’s place in the environment.
The basis for the development of this guidebook came about after a publisher had discontinued a text I had been using for a number of years in my patrol operations course. The text Police Officer’s Response Guide to Crimes/Incidents in Progress: by Nate Tanguay was designed for field patrol officers to have a reference book they could use in the field to assist then while on calls. Over the years I have had my students use this text and put in updated response concepts for call for service, as well as, specific state laws, paperwork requirements and other required duties for specific calls. With the discontinuation of the text, I made the determination to create my own guidebook with the updated response concepts that are being taught in law enforcement and reclassifying each call for service under the new National Incident Based Reporting System (NIBRS) that the FBI will be implementing by 2021. With this project I was able to participate in Minnesota State Open Educational Resource (OER) Faculty Development to assist me in the development of this guidebook.
In this lab students will learn how skeletal remains can be used to estimate the height of an individual. Students will measure several of their bones and the bones of a partner. They will then use a formula to estimate height and compare it to actual height.