Your response should be 1-3 pages, double-spaced, 12 pt. Times New Roman. This is not a research-based paper but should reflect what has been covered in the previous section and your understanding of the material. You can include outside material in order to support your response but be sure to properly cite this material (in-text and in a reference page). Make sure to answer all parts of the question in your response!Once finished, be sure to submit your response on Canvas.
Choose ONEof the following questions and answer it in full:
Think of a time where you have been labeled. What kind of label were you given and why? How did this affect your sense of self? What actions did you take after you were labeled? Did you accept it or try to counteract the label?
What is a current issue that can be described using conflict theory? Explain how this particular issue can be an example of groups struggling over resources. How could this issue be resolved?
Do you consider yourself a feminist? Why or why not? In some contexts, being a feminist is viewed negatively. Why do you think that is? What can be done to address these negative views?
In response to Critical Race Theory, some people argue that we shouldnt focus so much on race because it is divisive. What are your thoughts? Should the U.S. be a colorblind nation? What are the implications of this? Is it important to discuss concepts of privilege and prejudice? Why or why not?
Using the following link and further scholarly literature, discuss Cyntoia Brown, her past, her story, her case, her victim, her incarceration, and where she is now. Tell me how this landmark case relates to the course. Must be 2 pages full (at minimum), double space, APA format, including title page, in text citation, and reference page. Assignment is worth up to 120 points.
Research a landmark case in which a juvenile was incarcerated or sentenced to death but was later found innocent. Discuss the crime, the evidence or lack of, witness, the era, a breakdown of the alleged perpetrator, and facts that were known about the victim. Should be at least 2 full pages, double spaced, APA format including title page, intext citation, and a reference page. Point valued at up to 120 points.
Please ensure no AI usage or plagiarism, and complete this by 11 pm Sunday. Two separate preps to do. I have attached the data for each one
Assignment Overview
Prep Assignment #5.1: Comparing Mean Scores in Police Agencies
This assignment gives you practice in basic bivariate analysis, a core research skill in criminal justice. By calculating and comparing simple mean scores across groups, you will learn how to summarize patterns in real-world data without relying on statistical tests. This directly connects to our module learning objectives: developing the ability to examine the relationship between a categorical variable (BWC_Adopted: Yes/No) and several continuous variables (Use of Force, Complaints, Response Time), interpreting group differences cautiously, and communicating findings clearly in a policy-relevant context.
Background Story
Youve just been hired as a junior policy analyst in your citys Criminal Justice Reform Task Force. The mayors office is under pressure to decide whether to expand the use of body-worn cameras (BWCs) across all local police agencies.
Some agencies in the region already use BWCs, while others do not. The Task Force has asked you to summarize what the data show about how these two groups of agencies compare on key outcomes.
Important: This is a quick, first-pass review for policymakers. You are not expected to run complex statistics or prove causation. The city council just wants to see simple averages and plain-language descriptions.
Your Data
You are provided with information from 40 agencies, including:
Use of Force per 100 Arrests
Citizen Complaints per 100 Officers
Response Time (minutes) to high-priority calls
Whether the agency has adopted BWCs (Yes/No)
Region of the agency (optional context only)
(See Excel file:
sheet)
Guidelines
Your Task
Calculate group means.
For each outcome, compute the mean for agencies with BWCs and for agencies without BWCs.
Compute the simple difference (Yes No).
Create a mean-comparison table.
Each variable becomes a column (Use of Force, Complaint, etc.)
The two rows indicate whether BWC was adopted by the agency or not.
Create charts based on the table.
Write a brief policy memo (up to 250 words). Report the results: describe how the averages differ between the two groups. Interpret the results but exercise caution: offer at least 23 non-BWC reasons why these differences might exist (e.g., training, staffing, community demographics, leadership).
Submit the Excel sheet with your calculations, charts, and text box.
Assignment Overview
Prep Assignment #5.2: Police Department Activity Analysis
This assignment is designed to help you practice basic descriptive data analysis in Excel by calculating subgroup means and creating charts. It connects directly to our module learning objectives on interpreting criminal justice data, comparing outcomes across groups, and presenting findings visually for non-technical audiences. By working with a fictional police department dataset, you will gain hands-on experience in summarizing data patterns that are commonly used in oversight, policy, and accountability discussions.
Background Story
The City of Riverbend recently asked its Police Oversight Committee to review officer activity data. The city has faced public pressure to improve transparency, particularly around officer workload, use of force, and professional training.
To respond, the Chief of Police provided a dataset of 44 officers across different divisions (Patrol, Traffic, Narcotics, Investigations). The Oversight Committee wants to understand:
How officer outcomes differ by gender and
How training hours compare across divisions.
The committee emphasizes that this is only a descriptive review the goal is to summarize and visualize trends, not to test for statistical significance.
As a new criminal justice analyst for the Oversight Committee, your task is to prepare a short Excel report showing subgroup means and charts, along with a written interpretation of key findings.
(See Excel file:
)
Guidelines
Your Task
Use Excel formulas (e.g., AVERAGEIF) to calculate the following:
Gender Comparisons
Average Arrests (Male vs. Female)
Average Use_of_Force_Incidents (Male vs. Female)
2. Division Comparisons
Average Arrests by Division (Patrol, Traffic, Narcotics, Investigations)
Average Training_Hours by Division
Charts
Create the following visuals in Excel:
Bar Chart comparing mean Arrests for Male vs. Female officers.
Bar Chart comparing the average use of force incidents for Male vs. Female officers.
Bar Chart showing mean Arrests by Division.
Submit one Excel file with:
Calculations neatly labeled subgroup means.
Charts all three charts, formatted professionally.
Summary 23 short paragraphs summarizing your findings for the Oversight Committee added in a text box. In your summary, focus on these questions:
Which gender makes more arrests and uses force more often on average?
Which division averages the most arrests, and what might explain that?
Do officers in Narcotics or Investigations receive more training hours?
There are multiple article readings in each section of the coursebook. Of the articles presented in Sections I-III, select any two and respond to the prompt below. To be clear, you are to provide a response to the prompt for each article of your choosing, and you can select any two from any of the three sections.
***Your response should be at least one page in length for each article.
____________________________
ESSAY PROMPT:
Discuss the major argument of the researcher as it relates to gender and crime/victimization? More specifically, what major concepts and propositions does the author offer to the study of women and crime/victimization and how has their argument shaped how we investigate and/or perceive the victimization of women? Within your discussion, make certain to cite appropriately when using evidence from the book and/or lectures.
Women, Gender, and Crime: A Text/Reader (SAGE Text/Reader Series in Criminology and Criminal Justice) 3rd Edition1
. According to the book, how did the age-of-consent campaign punish girls and deny healthy expressions of sexuality? More importantly, what effects of this movement do we still see today?
2. Drawing on information from the case studies presented at the beginning of the chapter, describe to the class what a “violent” girl is and how has research geared toward listening to the voices of young girls helped to shift the perception of the “violent” girl?
3. According to the study by Graziano and Wagner (2011), there are many different ways that law enforcement and the juvenile justice system can help to improve the treatment of youth in custody, especially those from the LGBTQ community. Discuss a few of those recommendations and then tell the class which recommendation you think is best to help treat young persons in custody and those dealing with trauma, and why you believe so
Walker, S., Spohn, C., & DeLone, M. (2018). The Color of Justice: Race, Ethnicity, and Crime in America, 6th edition. Cengage Learning. ISBN
READING ASSIGNMENT #6–CHAPTER 11: THE COLOR OF JUSTICE
Please respond to THREE of the FIVE BELOW. Each response should be 300 words or more. Your responses should be in your own words and submitted via Turnitin thru canvas. Any assignment that shows signs of plagiarism or any tool of cheating will receive a “Zero”.
1. Is racial polarization increasing or decreasing in contemporary America? Explain your response.
2. How have the media contributed to public perceptions that the typical offender is a racial or ethnic minority, and the typical victim is white?
3. Explain what is meant by the claim that the criminal justice system is characterized by contextual discrimination.
4. Explain how U.S. Supreme Court rulings on jury makeup, legal representation, or another procedural issue have contributed to reductions in systematic racial discrimination within the criminal justice system.
5. Given the persistence of identifiable racial discrimination in the application of the death penalty, should we reform capital punishment? If so, how? If not, why not?
Some media outlets are a significant source ofmisperception, which often influences the public and politicians. Think aboutthe phrase, “If it bleeds, it leads.” These misperceptions oftenmotivate the public to call for action before any evidence has been presentedor considered. Apply your knowledge of policy along with what you have learnedin this unit and explain whether we can prevent the media from influencing thepublic. Can this be done? If yes, how? If not, how should this be managed inthe future?
Assignment should be at least 2 pages long apa formatt
The paper can be on any subject dealing with topics in the course text.If the student desires to complete a term paper outside the topics covered in the course text they must obtain prior approval from the professor. To deviate from material covered in the course text the student must submit an email to the professor with the requested topic and receive a reply approving the paper. The term paper must be at least 5 to 8 pages in content length and have a minimum of three credible academic sources. The term paper must have a title page, abstract, and reference page; however, these pages DO NOT count as the required 5-8 content pages. The student is expected to follow one of the many recognized academic writing styles, such as MLA or APA. The term paper MUST BE submitted formatted in Microsoft Word or Rich Text with no more than a 12PT FONT.
NOTE: Since the date of the Paper is known at the start of the course, THERE WILL BE a 10-point a day deduction on every paper that is handed in late.
Evaluation Criteria for Written Papers: Written papers refer to essay questions, free-writing exercises, critical analysis write-ups, reaction papers, research papers, annotated bibliographies, and term papers. These writing assignments will be graded using the following general criteria:
As = Main ideas with extra details. A grade in the A range will be given to efforts that exhibit all the basic ideas or information asked for plus recognition of exceptions, important details, etc. They must also be well organized and well written.
Bs = Main ideas solidly intact. A grade in the B range will be given to efforts that exhibit all of the basic ideas or information asked for plus they must be well organized and well written.
Cs = Main ideas fairly well intact. A grade in the C range will be given to efforts that exhibit a solid majority of the basic ideas or information and fair organization of the material.
Ds = Many of the main ideas are missing or vaguely stated. A grade in the D range will be given to efforts that are missing a great deal of the basic ideas and information and are not particularly well organized.
Fs = Main ideas virtually completely missing. A grade of F will be given to efforts that are missing all or most of the basic ideas and information and are not particularly well organized.Core Course Topics
History & Evolution: Development of corrections, from early corporal punishment to modern incarceration.
Sentencing & Punishment: Ideologies of punishment (deterrence, rehabilitation, retribution), goals of sentencing, and capital punishment.
Correctional Systems: Functions of local jails, state and federal prison systems, and juvenile justice.
Community Corrections: Probation, parole, diversion programs, and intermediate sanctions (e.g., electronic monitoring, community courts).
Inmate Life & Management: Classification, treatment programs, medical/mental health issues, and prison subculture.
Issues in Corrections: Racial, gender, and age-related issues, privatization, and technology in corrections.