Central Texas College - For Students Of The Real World
SYLLABUS FOR CJSA 1312Crime in AmericaFlex WeBBSemester Hours Credit: 3Lecture Hours: 48Course Dates:October 9th to December 3rd, 2017Instructor: Eric J. WestInstructor’s Location: Tacoma, WASkype Name: eric.west47Weekly Skype Office Hours: Saturdays, 5-7PMInstructor Email: eric.west47@ Phone: 253-222-6625I. INTRODUCTION A. This course will introduce students to American crime problems in historical perspective, social and public policy factors affecting crime, impact and crime trends, social characteristics of specific crimes, and prevention of crime.B. This course is required for the Associates in Applied Science degree in Criminal Justice.C. This course is occupationally related and serves in preparation for career(s) in Criminal Justice, Law Enforcement, and Corrections.II. LEARNING OUTCOMES Upon successful completion of this course, Crime in America, the student will be able to:A. Explain the psychological, social, and economic impact of crime in society. B. Identify characteristics of major crimes. C. Discuss the impact on society and the prevention thereof. D. List crimes by definition and classification according to major sub groupings.E. Discuss the basic theoretical and behavioral models, as well as the historical development of laws and contributions of famous law givers. F. Define selected terms vital to the understanding of the legal terminology which will be encountered in numerous Criminal Justice courses.III. INSTRUCTIONAL MATERIALSA.? The instructional materials identified for this course are viewable through?? Required Student Textbook:Criminology:? The Core - CTC Custom CoverSiegel5thCengage20149781305028357?ISBN: 9781305028357 B. References:1. Adler, Freda, Gerhard Mueller, & William?Laufer,?Criminology and the Criminal Justice System, 4th?Ed, New York, NY: McGraw-Hill, 2001.2.?Schmalleger, Frank,?Criminology Today, 3rd?Ed, Upper Saddle River, NJ: Pearson Prentice Hall, 2002.3. Reid, Sue Titus,?Crime and Criminology,?10th?Ed, New York, NY: McGraw-Hill, 2003.4. Siegel, Larry J.,?Criminology, 7th Ed, Belmont, CA: Wadsworth Publishing, 2000.5. Maxim, Paul & Paul Whitehead,?Explaining Crime, 4th?Ed,?Woburn, MA:?Butterworth-Heinenmann, 19986.?Palacios, Wilson, Paul Cromwell, & Roger Dunham, Crime & Justice in America, 2nd?Ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2002.7. Black's Law Dictionary8. U.S. Constitution, Bill of Rights, and latest Amendments9.?ucrIV. COURSE REQUIREMENTS – STUDENT RESPONSIBILITIESYour first responsibility is scholarship and registration. Central Texas College (CTC) Site Coordinators are available at various locations to assist you. If a CTC Site Coordinator is not available, contact your education center counselor for assistance.Course assignments for Flex WeBB course are available in the Blackboard. You will need your seven digits CTC ID to access your Blackboard account. Visit your local CTC Site Coordinator or follow the instructions on the Central Texas College WebAdvisor if you need help retrieving it. Access CTC Blackboard: username is 'c'(lowercase) + your 7-digit CTC ID Your password is the month, day, and last two digits of the year in which you were born, in numeric form: mmddyy.This course is 48 clock hours in length and it is designed for you to work offline, for the most part. Access to the Blackboard will be mandatory during the first and the last week of the course, unless different arrangement have been made. Graded assignments are to be downloaded from the Blackboard on the student’s personal device or printed out. Those are available in the Download File. Ensure access to hard copies for working offline.First week graded assignment includes syllabus review. You are responsible to download the syllabus, review it, and submit a confirmation through the Blackboard assignment, indicating that the task has been completed. Failure to do so in timely manner will result in administrative withdrawal during the Census- Certification Roll completion. Occasionally an alternate assignment may be provided to accommodate the needs of students in remote locations. If in doubt, consult your instructor.You will set your own schedule within the time frame the course is offered. It is your responsibility to submit all assignments by the end date and complete all exams. For more information on the exams, read the EXAM section below.You will have an assigned instructor. If at any time you do not understand a reading assignment, audio visual presentation or lab work, ask your instructor for assistance. The instructor is there for you.You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as individual assignments, research papers or projects will be considered in grade computation.You are expected to read all assigned material. Keep informed on all assignments.Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.Cheating: Giving or receiving information on examinations.Students guilty of scholastic dishonesty will be administratively dropped from the course with a grade of “F” and be subject to disciplinary action, which may include suspension and expulsion.Special Work: A term paper or other project, per requirements of the instructor, may be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.V. COURSE FORMAT – Flex WeBB with BlackboardWhat are Flex WeBB courses? Flex WeBB courses are offered at select locations. These courses are designed for students without consistent, reliable internet access. Access to the Internet is required at the beginning of the course to check into class and download the syllabus and assignments, and before the end of the course for submitting completed assignments and to take exams via Blackboard. It differs from the traditional college course in that you are allowed to work on your own, at your own pace, within set schedule limitations. It is your responsibility to ensure access to your CTC Blackboard course at the beginning and by the end of the course, and that you familiarize yourself with the contents and assignments. It is also your responsibility to log into CTC Blackboard and submit assignments and take all required exams before the last day of the course. Failure to do so will have a negative impact on the course grade.The course is scheduled for eight weeks. There will be no lectures provided by the instructor. You are responsible for following the sequence of activities presented in the course outline and completing all the assignments and exams as required.Instructor consultations will be available throughout the course. You are responsible for arranging those with the instructor. How long do I have to complete the coursework?All CTC Europe Flex WeBB courses have scheduled start and end dates. Generally, courses will be 8 weeks in length. Failure to complete the required coursework within this timeframe or to demonstrate satisfactory academic progress in this class may result in one of the following actions:? You may receive an “F” as a course grade. You may receive a “W” (withdrawal). Your account may be placed on hold. You may be required to reimburse your funding source for the full amount of tuition plus additional costs.Contact the student services (student.services@europe.ctcd.edu) for answers to questions regarding student services (records, transcripts, etc.), financial aid, and other concerns you might have.?How do I contact my instructor?If you are in a deployed or remote location without frequent internet access, you are to call the nearest education center and ask to speak with the CTC Site Coordinator. CTC Site Coordinators will contact the headquarters and arrange for the instructor to establish contact using your DSN number.If you have Internet capabilities, you will communicate with your instructor through the Blackboard Messaging system. Contact your local Site Coordinator if you do not to hear from your instructor. VI. EXAMSYour course will have, 8 lesson quizzes, 14 critical Thinking Question, 4 writing assignments and three exams. Exams will be administered via Biometric Signature application. See Blackboard announcement for additional information.If you know in advance that you will be unable to complete the exam by the last day of the course, due to valid reasons, it is your responsibility to communicate with the instructor in a timely manner and arrange to take an early examination, or to ask the instructor for an extension and an “IP” grade with a specific extension deadline that the instructor issues.?Ensure to consult with the instructor about make-up work.C.????Students without excused exam completion will be given a zero for the missed examination.D.Examinations may consist of both objective (true/false, multiple choice, fill in-the-blank, and matching) and subjective (short answer and essay) questions. VII. SEMESTER GRADE COMPUTATIONSYour grade will be determined by the total number of points you receive on Critical Thinking Questions, Writing Assignments, Quizzes and Exams.This shows how each assignment or exam is graded.8 Lesson Quizzes: 140 points14 Critical Thinking Questions: 70 points4 Writing Assignments: 170 pointsExam 1: 120 pointsExam 2: 150 pointsExam 3: 300 pointsSyllabus Review 50 pointsTotal: 1000 pointsYour grade will be based on the Central Texas College grading system:A?900-1000?pointsB?800-899?pointsC?700-799?pointsD?600-699 pointsF?0-599?pointsThe possible grades for this course are A, B, C, D, or F. In order to receive transferable credit for this course, a grade of C or above must be earned. As a rule, Ds will not transfer to other colleges. If you feel you cannot continue with the course, it is your responsibility to withdraw using the appropriate procedures based on your individual situation. VIII. NOTES AND ADDITIONAL INSTRUCTIONS FROM COURSE INSTRUCTORTuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details. GoArmyEdstudents should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal. Please note: a military withdrawal does not override CTC’s grading policy.For self-pay students, refunds are computed from the date the Application for Withdrawal or Refund is filed with the CTC Site Coordinator or designated StudentServices Officer. Special conditions apply to students who receive federal, state, and/orinstitutional financial aid.Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Site Coordinator or the Student Services Officer for that region. Extensions/ Incomplete / Course in Progress Grade Policy: In general, extensions are not granted; i.e., you must complete all coursework by the last day of class. Aside from completing all coursework before the last day of class, you must meet any and all deadlines within the course session as posted by your instructor.?An “IP” grade may be assigned by an instructor.? In order to be considered for an “IP,” you must meet all of the following requirements:Satisfactory progress in a pletion to a major portion of the course requirements as scheduled, with the exception of a major quiz, final exam, or other project.Documentation of inability to complete the course requirements is due to circumstances beyond your control, such as personal illness, death in the immediate family, military orders, or, in the case of distance learning courses, technology munication to the instructor in advance of absences/non-participation, whenever possible.Proposal of specific timelines for completion of the remaining course requirements.Any requests for extensions must be submitted to your instructor in writing (emails or messages) prior to the end of the course.?IP grades are not granted automatically.?The instructor makes the final decision concerning the granting of the incomplete grade (course extension) and will set an appropriate deadline for the extension based on the amount of coursework remaining. An “IP” grade cannot be replaced by the grade of “W.” ?If you elect to repeat the course, you must register, pay full tuition and fees and repeat the entire course. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade. All coursework must be submitted prior to 45 days from the last day of class to allow for processing of your grade.? Failure to do so will result in the IP becoming an F or FI. ?Under no circumstances will the deadline exceed 110 days after the scheduled end of the course.If you feel you cannot continue with the course, it is your responsibility to withdraw using the appropriate procedures based on your individual situation.? Information and forms are available at .?Questions may be directed your local Site Coordinator. Instructor Discretion: The instructor reserves the right of final decision in course requirements.Civility: Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.IX. COURSE OUTLINE Note: *The instructor has the right to change the course schedule. Any changes will be announced on the first day of the class.This is an eight-week course. It starts on October 9th and ends December 3rd, 2017.This course has been developed in the Blackboard. It is a self-paced course with exact start and end dates. Follow the announcement for additional information on the course contents that you download, on assignments that you submit, and on exams that you must take. Be sure to review the syllabus thoroughly and submit the syllabus assignment. Lesson 1 Lesson 1: Crime and Criminology Introduction What Criminologist Do:Criminology is the scientific approach to studying criminal behavior. It deals with the processes of making laws, breaking laws, and reacting to the breaking of laws. Research in criminology is characterized by the use of the scientific method.Criminal justice refers to describing, analyzing, and explaining the behavior of justice agencies. Although the two fields are different, they do overlap. Criminologists must know how criminal justice agencies operate and criminal justice experts must understand the nature of crime. Our system of criminal law is based on English common law and the use of precedents.We view crimes as being of two types: 1) mala in se (Latin phrase meaning wrong or evil) and 2) mala prohibitum (Latin phrase meaning wrong or prohibited).We also classify crimes according to the punishments allowed in the law: 1) felonies are the most serious and 2) misdemeanors are the lesser crimes.There are two components in every crime: 1) the guilty act or actus reus and 2) the guilty mind or mens rea. Consequently, there are three basic criminal defenses: 1) deny the actus reus, 2) deny the mens rea, or 3) provide justification for the act.Criminology is a discipline that involves several ethical issues that fall into three categories. First, what is to be studied? Second, who is to be studied? Third, how are the studies to be conducted??Learning ObjectivesWhen you successfully complete this lesson, you will able to:Explain the various elements of the criminological enterprise.Discuss the difference between crime and deviance.Discuss the different purposes of the criminal law.Discuss the three different views of the definition of crime.Describe the criminal justice processIdentify the ethical issues in criminology.Discuss the different purposes of the criminal law.These objectives reflect the important concepts of this lesson and should be used to guide your studies and your preparation for examinations. ? Learning Activities1. Read Chapter 1 in the textbook. Use these hints to help you get the most out of your time.Look for answers to the?objectives.As you read, note the definitions of the?key terms?in the gold boxes.Read the?summary?at the end of each chapter.2. Complete the Critical Thinking Question.3. Take?Lesson 1 Quiz. ? Assignments1. Chapter 1 Critical Thinking Question-What are the specific aims and purposes of the criminal law? To what extent does the criminal law control behavior? Do you believe that the law is too restrictive? Not restrictive enough?2. Take?Lesson 1 Quiz. This quiz contains 10 questions from Chapter 1. There is no time limit. Resources are allowed.Submit assignments as instructed in?Preliminary Task 2: Know How and When to Submit Assignments.Lesson 2 Lesson 2: Concepts of Crime, Law, and CriminologyIntroduction Crime RatesCrime rates have risen and fallen over the many years our nation has been in existence. Several factors affect crime trends, including the age distribution of the population, the economy, social malaise, abortion, the availability of guns, gangs, drug usage, the media, medical technology, justice policy, and crime opportunities. The violent crime rate has been decreasing as has the rate of property crime, although the decline in property crime has not been as dramatic as the decrease in violent crime. These trends are apparent in the UCR and are confirmed by the NCVS. Self-report surveys, however, indicate that crime rates are more stable than the UCR indicates. Crime trend projections for the future are mixed.Crime has followed several predictable patterns over the years. Most crimes occur during the warm summer months of July and August. Murders, however, are most frequent in December and January. The association between crime and temperature is an inverted U-curve with crime rising with temperature, but beginning to decline around 85 degrees. Crime rates are also highest in urban areas and in the southern and western United States. Although crime rates are highest in inner city, high poverty areas, there is little support for the idea that crime is primarily a lower-class phenomenon. One reason may be that the methods used to measure social class vary widely and a second reason may be that the relationship between social class and crime may be more complex than a simple linear relationship.The problems of being a victim of crime are wide and varied. There are economic losses such as the cost of the justice system, treatment costs, and economic losses to the individual, including lost earnings, psychological pain, and physical pain and injury. A crime victim often finds that processing through the criminal justice system is an abusive occurrence, especially if the victim feels it was his or her fault for being victimized. Other problems a victim may experience include long-term stress, long-term fear, and antisocial behavior resulting from victimization.There has been a significant improvement in caring for victims over the past two decades. The Omnibus Victim and Witness Protection Act permitted the use of victim impact statements in federal criminal cases and authorized the use of restitution. The Comprehensive Crime Control Act and the Victims of Crime Act began federal funding for state victim compensation and assistance projects. No two states have victim compensation programs that are alike but under the Victims of Crime Act all states receive federal grants to their state compensation boards from fines and penalties imposed on federal offenders. Many victim assistance efforts are being made within court services, public education, and crisis intervention. Victim-offender reconciliation programs have also worked to achieve restitution and possible reconciliation. Every state now has some form of legal rights for crime victims in its code of laws. Individuals have also begun to engage in self-protection through the use of target hardening, crime prevention techniques, and possession of guns for self-defense. ? Learning ObjectivesWhen you successfully complete Chapter 2, you will be able to:Discuss the various forms of crime data.Analyze recent trends in the crime rate.Be familiar with the factors that influence crime rates.Identify the gender and racial patterns in crime.Know what is meant by the term?aging-out process.Be familiar with the concept of chronic offending and know its cause.When you successfully complete Chapter 3, you will be able to:Describe the victim’s role in the crime process.Know the greatest problems faced by crime victims.Know what is meant by the term?cycle of violence.Be familiar with the ecology of victimization risk.Describe the most dominant victim characteristics.Be familiar with the most important theories of victimization.These objectives reflect the important concepts of this lesson and should be used to guide your studies and your preparation for examinations. ? Learning Activities1. Read Chapters 2 and 3 in the textbook. Use these hints to help you get the most out of your time.Look for answers to the?objectives.As you read, note the definitions of the?key terms?in the gold boxes.Read the?summary?at the end of each chapter.2. Complete the Critical Thinking Questions.3. Complete?Writing Assignment #1.4. Take?Lesson 2 Quiz.5. Take?Non-proctored Exam 1. ? Assignments1. Chapter 2 Critical Thinking Question-Do you think a national emergency would increase or decrease crime rates?2. Chapter 3 Critical Thinking Question-Considering what you have learned in this chapter about crime victimization, what measures can you take to better protect yourself from crime?3. Complete?Writing Assignment #1-Thinking Like a Criminologist-Spare the Rod, Eliminate the Needle4. Take?Lesson 2 Quiz. This quiz contains 20 questions from Chapters 2 and 3. There is no time limit. Resources are allowed.5. Take?Non-proctored Exam 1. This exam contains 40 multiple choice and true/false questions from chapters 1-3. Resources are allowed. This exam may be obtained from your instructor, ESO, or Learning Coordinator.Submit assignments as instructed in?Preliminary Task 2: Know How and When to Submit Assignments.Lesson 3 Lesson 3: Choice and Trait TheoriesIntroduction Choice and Trait TheoriesThe roots of rational choice theory are contained in the classical school of criminology. According to classical theory, the purpose of the law is to produce and support the total happiness of the community it serves. Punishment is designed to prevent crime and if punishment cannot prevent crime then punishment is to convince the offender to commit a less serious offense.According to rational choice theory, crime is an event and criminality is a personal trait. Several personal factors condition people to choose crime. Among these are economic opportunity, learning and experience, and knowledge of criminal techniques. Rational choice theorists propose that offenders choose the type of crime to commit, choose the time and place of the crime, and choose the target of crime.The foundations of trait theory are found in Cesare Lombroso’s work and biological theory. Many criminologists reacted harshly to the crime-biology link; this reaction was called biophobia. Sociobiology developed later stressing that biological and genetic conditioning influence how social behaviors are learned and perceived. Sociobiologists argued that the gene is the ultimate unit of life that controls human destiny. Under this argument, since biology controls human behavior, it is responsible for a person’s choice to violate the law.Modern trait theories are not overly concerned with the legal definitions of crime. Trait theorists focus on human behavior and drives and argue that traits do not produce criminality. Rather, crime involves both personal traits and environmental factors. Chronic offenders suffer some biological/psychological condition or trait that renders them incapable of resisting social pressures and problems. ?Learning ObjectivesWhen you successfully complete Chapter 4, you will be able to:Describe the development of rational choice theory.Describe the concepts of rational choice.Explain what is meant by the term “seductions of crime”.Discuss the elements of situational crime prevention.Analyze the elements of general deterrence.Discuss the basic concepts of specific deterrence.When you successfully complete Chapter 5, you will be able to:Be familiar with the development of trait theory.Discuss some of the biochemical conditions that have been associated with crime.Describe the link between genetics and crime, according to the trait theory.Discuss the elements of the psychodynamic perspective.Show why behavioral theory is linked to crime.Discuss the controversy over the association between intelligence and crime. ? Learning Activities1. Read Chapters 4 and 5 in the textbook. Use these hints to help you get the most out of your time.Look for answers to the?objectives.As you read, note the definitions of the?key terms?in the gold boxes.Read the?summary?at the end of each chapter.2. Complete the Critical Thinking Questions.3. Take?Lesson 3 Quiz. ? Assignments1. Chapter 4 Critical Thinking Question-Which would you be more afraid of if you were caught by the police while shoplifting: receiving criminal punishment or having to face the contempt of your friends or relatives?2. Chapter 5 Critical Thinking Question-Should sugar be banned from school lunches?3. Take?Lesson 3 Quiz. This quiz contains 20 questions from Chapters 4 and 5. There is no time limit. Resources are allowed.Submit assignments as instructed in?Preliminary Task 2: Know How and When to Submit Assignments. Lesson 4Social Structure TheoriesSocial structure theories propose that being in the disadvantaged economic class is the primary cause of crime and, as a result, lower-class crime is often violent and committed by gang members or marginally employed young adults. Social structure theorists argue that people living in equivalent circumstances behave in similar, predictable ways. The three branches of social structure theories are social disorganization theories, strain theory, and cultural deviance theory.This lesson deals with the association between socialization and crime. Social process theories argue that socialization, not the social structure, determines life chances. The more social problems encountered during the socialization process, the greater the likelihood that youths will encounter difficulties and obstacles. The relationship between family structure and crime is critical when the high rates of divorce and single parents are considered, but family conflict and discord are more important determinants of behavior than are family structure.The effect of the family on delinquency has also been observed in other cultures. Educational process and adolescent achievement in school have been linked to criminality. Schools contribute to criminality in that when they label problem youths they set them apart from conventional society. Many school dropouts, especially those who have been expelled, face a significant chance of entering a criminal career. ? Learning ObjectivesWhen you successfully complete Chapter 6, you will be able to:Describe the association between social structure and crime.Discuss the elements of social disorganization theory.Be familiar with the views of Shaw and McKay.Identify the various elements of ecological theory.Discuss the concept of strain.List and compare the elements of cultural deviance theory.When you successfully complete Chapter 7, you will be able to:Be familiar with the concepts of social process and socialization.Discuss the effect of family relationships on crime.Understand how the educational setting influences crime.Be aware of the link between peers and delinquency.Contrast social learning theory, social control theory, and social reaction (labeling) theory.Link social process theory to crime prevention efforts. ? Learning Activities1. Read Chapters 6 and 7 in the textbook. Use these hints to help you get the most out of your time.Look for answers to the?objectives.As you read, note the definitions of the?key terms?in the gold boxes.Read the?summary?at the end of each chapter.2. Complete the Critical Thinking Questions.3. Take?Lesson 4 Quiz. This quiz contains 20 questions from Chapters 6 and 7. There is no time limit. Resources are allowed. ? Assignments1. Chapter 6 Critical Thinking Question-Is there a "transitional" area in your town or city? Does the crime rate remain constant there, regardless of who moves in or out?2. Chapter 7 Critical Thinking Question-Children who do well in school are less likely to commit criminal acts than those who are school failures. Which element of Hirschi's theory is supported by the school failure-delinquency link?3. Take?Lesson 4 Quiz. This quiz contains 20 questions from Chapters 6 and 7. There is no time limit. Resources are allowed.Submit assignments as instructed in?Preliminary Task 2: Know How and When to Submit Assignments. Lesson 5Lesson 5: Critical Criminology and Restorative JusticeIntroductionIn 1848, Karl Marx issued the communist manifesto identifying the economic structures in society that control all human relations. According to Marx, class does not refer to an attribute or characteristic of a person or a group; rather, it denotes position in relation to others.One of his key concepts is that of surplus value – the laboring class produces goods that exceed wages in value. Marx did not write on crime, but he mentioned it, seeing a connection between criminality and the inequities found in the capitalist system.Engels portrayed crime as a function of social demoralization in which workers, demoralized by capitalist society, are caught up in a process that leads to crime and violence.The theories in chapter nine share some common ground. First, a criminal career must be understood as a passage along which people travel. Second, the factors that affect a criminal career may include structural factors, socialization factors, biological factors, psychological factors, and opportunity factors.The theories differ in their view of human development with life course theories suggesting people constantly change and latent trait theories claiming people are changeless due to a master trait.Regardless of this difference, developmental theories have prompted multi-dimensional treatment efforts and strategies designed to target at-risk children. ? Learning ObjectivesWhen you successfully complete Chapter 8, you will be able to:Be familiar with the ideas that underpin critical criminology.Link globalization to crime and criminality.Define the concept of state (organized) crime.Know the goals and findings of critical research.Know some of the basic ideas of critical feminism.Discuss how restorative justice is related to peacemaking criminology.When you successfully complete Chapter 9, you will be able to:Trace the history of and influences on developmental theory.Know the principles of the life course approach to developmental theory.Explain what is meant by the term “problem behavior syndrome.”Articulate the basic principles of Sampson and Laub’s Age-Graded life course theory.Be able to define the concept of the “latent trait” and assumptions of the general theory of crime (GTC).Know the principles of trajectory theory. ? Learning Activities1. Read Chapters 8 and 9 in the textbook. Use these hints to help you get the most out of your time.Look for answers to the?objectives.As you read, note the definitions of the?key terms?in the gold boxes.Read the?summary?at the end of each chapter.2. Complete the Critical Thinking Questions.3. Complete?Writing Assignment #2.4. Take?Lesson 5 Quiz.5. Take?Non-proctored Exam 2. ? Assignments1. Chapter 8 Critical Thinking Question-How would a conservative reply to a call for more restorative justice? How would a restorative justice advocate respond to a conservative call for more prisons?2. Chapter 9 Critical Thinking Question-Do you think that marriage is different than merely being in love? The McCarthy and Casey research discussed earlier indicates that having a romantic relationship may help reduce crime; if so, what happens when the couple breaks up? Does that increase the likelihood of criminal involvement?3. Complete?Writing Assignment #2-Thinking Like a Criminologist-Is It a Bribe?4. Take?Lesson 5 Quiz. This quiz contains 20 questions from Chapters 8 and 9. There is no time limit. Resources are allowed.5. Take?Non-proctored Exam 2. This exam contains 50 multiple choice and true/false questions from Chapters 4-9. Resources are allowed.Submit assignments as instructed in?Preliminary Task 2: Know How and When to Submit Assignments. Lesson 6Lesson 6: Violent and Political Crime and TerrorismIntroduction The causes of violence are many and varied. Among the explanations for violence are exposure to violence, personal traits and makeup, evolutionary factors and human instinct, substance abuse, socialization and upbringing, and cultural values and the subculture of violence.Terrorism is an act that carries with it the intent to disrupt and change the government and is not merely a common-law crime committed for greed or egotism.Most experts agree that terrorism generally involves the illegal use of force against innocent people to achieve a political objective, although not all terrorism is aimed at political change.Terrorism usually involves a type of political crime that emphasizes violence as a mechanism to promote change. Acts of terrorism have been known throughout history with contemporary forms including revolutionary terrorism, political terrorism, nationalist terrorism, cause-based terrorism, environmental terrorism, state-sponsored terrorism, and criminal terrorism.Some criminologists feel that terrorists are emotionally disturbed individuals who act out their psychosis within the confines of violent groups. Another view is that terrorists hold extreme ideological beliefs that prompt their behavior. Since the attacks of September 11th, responses to terrorism have included the USA Patriot Act, revamping of existing federal agencies such as the FBI, and creation of new agencies such as the Department of Homeland Security.Self-report studies show that property crime among the young in every social class is widespread. Most thefts are committed by occasional criminals, but other theft-offenders are, in fact, skilled professional criminalsThe great majority of economic crimes are the work of amateur criminals whose decision to steal is spontaneous. Their acts are unskilled, impulsive, and haphazard. Professional criminals make a significant portion of their income from crime, so they pursue their craft with vigor.There are three career patterns of professional thieves and criminals. First, a youth may come under the influence of older, experienced criminals who teach them the trade. Second, a juvenile gang member may continue their illegal activities at a time when most of their peers have “dropped out” to marry, raise families, and take conventional jobs. Third, a youth sent to prison for minor offenses may learn the techniques of crime from more experienced thieves. ? Learning ObjectivesWhen you successfully complete Chapter 10, you will be able to:Be familiar with the various causes of violent crime.Define rape and be familiar with why men commit rape.Discuss the issues involving rape and the law.Recognize that there are different types of murder.Understand the nature and patterns of robbery.Be able to discuss newly emerging forms of violence, such as stalking, hate crimes, and workplace violence.When you successfully complete Chapter 11, you will be able to:Define the term?political crime.Identify the causes of political pare espionage and treason.Distinguish among terrorists, insurgents, guerrillas, and revolutionaries.List and identify the various forms of terrorism.Know the supposed causes of terrorism and what motivates the terrorist. ? Learning Activities1. Read Chapters 10 and 11 in the textbook. Use these hints to help you get the most out of your time.Look for answers to the?objectives.As you read, note the definitions of the?key terms?in the gold boxes.Read the?summary?at the end of each chapter.2. Complete the Critical Thinking Questions.3. Complete?Writing Assignment #3.4. Take?Lesson 6 Quiz. This quiz contains 20 questions from Chapters 10 and 11. There is no time limit. Resources are allowed. ? Assignments1. Chapter 10 Critical Thinking Question-Should hate crimes be punished more severely than crimes motivated by greed, anger, or revenge? Why should crimes be distinguished in terms of the motivations of the perpetrator? Is hate a more heinous motivation than revenge?2. Chapter 11 Critical Thinking Question-Would you be willing to give up some of your civil rights in order to aid the war on terror?3. Complete?Writing Assignment #3-Thinking Like a Criminologist-Enforcing Statutory Rape Laws.4. Take?Lesson 6 Quiz. This quiz contains 20 questions from Chapters 10 and 11. There is no time limit. Resources are allowed.Submit assignments as instructed in?Preliminary Task 2: Know How and When to Submit Assignments.Lesson 7Lesson 7: Economic and Public Order CrimesIntroduction Enterprise CrimeEnterprise crime refers to two categories of crime: white-collar crime and organized crime. Edwin Sutherland first used the phrase “ white-collar crime” to describe the criminal activities of the rich and powerful.Sutherland argued that white-collar crime involved conspiracies by members of the wealthy classes to use their positions in commerce and industry for personal gain without regard to the law. Contemporary definitions of white-collar crime are typically much broader.The components of white-collar crime are stings and swindles, chiseling, individual exploitation of institutional position, influence peddling and bribery, embezzlement and employee fraud, client fraud, and corporate crime.Many criminologists have studied the causes of white-collar crime and asked if the cause was greed or need. The three major theoretical perspectives are the rationalization/neutralization view, the corporate culture view, and the self-control view.When discussing the issue of law and morality, some scholars argue that acts like pornography, prostitution, and drug use erode the moral fabric of society and should therefore be prohibited and punished.According to this view, so-called victimless crimes are prohibited because one of the functions of criminal law is to express a shared sense of public morality. ? Learning ObjectivesWhen you successfully complete Chapter 12, you will be able to:Be familiar with the history of offenses.Recognize the differences between professional and amateur thieves.Understand the various forms of shoplifting.Know what is meant by the term Ponzi scheme.Be familiar with the various forms of white-collar crime.Discuss efforts to control white-collar and green collar crime.Recognize the differences between professional and amateur thieves.When you successfully complete Chapter 13, you will be able to:Define the term?social harm.Discuss the activities of moral crusaders.Be aware of the various forms of outlawed deviant sexuality.Distinguish among the different types of prostitutes.State the arguments for and against legalizing prostitution.Discuss the causes of substance abuse. ? Learning Activities1. Read Chapters 12 and 13 in the textbook. Use these hints to help you get the most out of your time.Look for answers to the?objectives.As you read, note the definitions of the?key terms?in the gold boxes.Read the?summary?at the end of each chapter.2. Complete the Critical Thinking Questions.3. Complete?Writing Assignment #4.4. Take?Lesson 7 Quiz. This quiz contains 20 questions from Chapters 12 and 13. There is no time limit. Resources are allowed. ? Assignments1. Chapter 12 Critical Thinking Question-What are the characteristics of the "good burglar"? Can you compare them to any other professionals?2. Chapter 13 Critical Thinking Question-Do you consider alcohol a drug? Should men or women have the right to sell sexual favors if they so choose?3. Complete?Writing Assignment #4-Thinking Like a Criminologist-Who Are the Real Criminals?4. Take?Lesson 7 Quiz. This quiz contains 20 questions from Chapters 12 and 13. There is no time limit. Resources are allowed.Submit assignments as instructed in?Preliminary Task 2: Know How and When to Submit Assignments.?Lesson 8Lesson 8: Crimes of the New MillenniumIntroduction Cybercrime and Transnational Organized CrimeThis chapter covers the concept of cybercrime and the forms it takes, including illegal copyright infringement, computer fraud, distributing illegal or dangerous goods and services, denial of service attacks, Internet securities fraud, identity theft, etailing fraud, cybervandalism and cyberwarfare. The chapter also includes a discussion of the extent and costs of cybercrime and efforts being made to control it.The second part of the chapter looks at transnational organized crime, including such topics as transnational gangs and cyberspace, the characteristics and activities of transnational organized crime groups, and efforts being made to control global illegal activity.There is a new Profiles in Crime feature on Operation Smoking Dragon, and a Policies and Issues in Criminology box discussing the origins of organized crime. ? Learning ObjectivesWhen you successfully complete Chapter 14, you will be able to:Be familiar with the concept of cybercrime and why it has become important.Distinguish among cybertheft, cybervandalism, and cyberterrorism.Know the various types of cybercrimes, such as computer frauds, illegal copyright infringement, and identity theft.Discuss efforts to control cybercrime.Trace the evolution of organized crime.Be familiar with the activities of transnational organized crime. ? Learning Activities1. Read Chapter 14 in the textbook. Use these hints to help you get the most out of your time.Look for answers to the?objectives.As you read, note the definitions of the?key terms?in the gold boxes.Read the?summary?at the end of each chapter.2. Complete the Critical Thinking Question.3. Take?Lesson 8 Quiz.4. Take?Non-proctored Exam 3. ?Assignments1. Chapter 14 Critical Thinking Question-How would you punish a web page defacer who placed an antiwar message on a government site? Prison? Fine?2. Take?Lesson 8 Quiz. This quiz contains 10 questions from Chapter 14. There is no time limit. Resources are allowed.3. Take?Non-proctored Exam 3. This exam contains 50 multiple choice and true/false questions from Chapters 10-14. Resources are allowed.Submit assignments as instructed in?Preliminary Task 2: Know How and When to Submit Assignments. ................
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