20190613195503grading_rubric 20190613195504week_5_assignment 20190613195802week_3__assignment__1_1 x20190613195503academic_voice
Background
You work as a paralegal in a public defender’s office. In an upcoming presentation to a local legislative committee, the public defender plans to address criminal justice issues, constitutional principles, cultural sensitivity, and diversity awareness to promote social justice goals in local communities. You have been asked to assist the public defender in preparing the presentation. To this end, you will explore processes and issues in three criminal cases, applications for criminology, and relevant critical perspectives toward the goal of building a more just society.
Your Task
The public defender hopes to gain funding to support programs that respond to criminal justice issues and that promote a more just society. Earlier in this course, you had an opportunity to criminology through the works of Messer et al. (2016), Salvatore (2017) and Zoutewelle-Terovan & Skardhamar (2016). These authors consider how criminology may help to explain factors that associate with crime. Recall for example the consideration of life course theory in Messer et al. (2016). To help the public defender with preparation, you have been asked to create a paper between six and eight pages in length. Your description of processes, explanation of issues, and analysis of critical perspectives will provide the foundation for the public defender’s address to the local legislative committee, and thereby promote support for programs and laws that address large societal problems and that promote the social justice principles of equality, solidarity, and human rights to build a more just society.
The public defender has come across three distinct cases that highlight the criminal justice issues that the legislature needs to address. Each case is preceded by a video summary that will comprise a portion of the public defender’s presentation to the legislative committee. To provide context for the public defender’s presentation to the legislative committee, the initial part of your paper should explain issues and describe processes about the following case scenarios:
Description:
Total Possible Score: 30.00
Distinguished – Comprehensively explains criminal justice issues within the systems of law enforcement (Case 1), the judiciary
(Case 2), and corrections (Case 3).
Proficient – Explains criminal justice issues within the systems of law enforcement (Case 1), the judiciary (Case 2), and
corrections (Case 3). The explanation is slightly underdeveloped.
Basic – Minimally explains criminal justice issues within the systems of law enforcement (Case 1), the judiciary (Case 2), and
corrections (Case 3). The explanation is underdeveloped.
Below Expectations – Attempts to explain criminal justice issues within the systems of law enforcement (Case 1), the judiciary
(Case 2), and corrections (Case 3); however, the explanation is significantly underdeveloped.
Non-Performance – The explanation of criminal justice issues within the systems of law enforcement (Case 1), the judiciary
(Case 2), and corrections (Case 3) is either nonexistent or lacks the components described in the assignment instructions.
Distinguished – Thoroughly describes processes for juvenile justice (Case 1), law enforcement (Case 1), the judiciary (Case 2),
and corrections (Case 3).
Proficient – Describes processes for juvenile justice (Case 1), law enforcement (Case 1), the judiciary (Case 2), and corrections
(Case 3). Minor details are missing.
Basic – Minimally describes processes for juvenile justice (Case 1), law enforcement (Case 1) the judiciary (Case 2), and
corrections (Case 3). Relevant details are missing.
Below Expectations – Attempts to describe processes for juvenile justice (Case 1), law enforcement (Case 1), the judiciary (Case
2), and corrections (Case 3); however, significant details are missing.
Non-Performance – The description of a processes for juvenile justice (Case 1), law enforcement (Case 1), the judiciary (Case 2),
and corrections (Case 3) is either nonexistent or lacks the components described in the assignment instructions.
Distinguished – Thoroughly describes an application for criminology that fully addresses a drug-related criminal justice issue
relevant to Case No. 1.
Proficient – Describes an application for criminology that addresses a drug-related criminal justice issue relevant to Case No. 1.
Minor details are missing.
Basic – Minimally describes an application for criminology that somewhat addresses a drug-related criminal justice issue relevant
to Case No. 1. Relevant details are missing and/or unclear.
Below Expectations – Attempts to describe an application for criminology that addresses a drug-related criminal justice issue
relevant to Case No. 1; however, significant details are missing.
Non-Performance – The description of an application for criminology that addresses a drug-related criminal justice issue relevant
to Case No. 1 is either nonexistent or lacks the components described in the assignment instructions.
CRJ201.W5A1.07.2018
Explains Criminal Justice Issues within the Systems of Law Enforcement (Case
1), the Judiciary (Case 2), and Corrections (Case 3)
Total: 4.00
Describes Processes for Juvenile Justice (Case 1), Law Enforcement (Case 1),
the Judiciary (Case 2), and Corrections (Case 3)
Total: 4.00
Case 1: Describes an Application for Criminology that Addresses a Drug-
Related Criminal Justice Issue Relevant to Case No. 1
Total: 4.00
Case 2: Applies Knowledge of Cultural Sensitivity and Diversity Awareness to a
Criminal Justice Issue Relevant to Case No. 1 and to a Criminal Justice Issue
Relevant to Case No. 2
Total: 4.00
Distinguished – Thoroughly applies knowledge of cultural sensitivity and diversity awareness to a criminal justice issue relevant to
Case No. 1 and to a criminal justice issue relevant to Case No. 2.
Proficient – Applies knowledge of cultural sensitivity and diversity awareness to a criminal justice issue relevant to Case No. 1
and to a criminal justice issue relevant to Case No. 2. Minor details are missing.
Basic – Minimally applies knowledge of cultural sensitivity and diversity awareness to a criminal justice issue relevant to Case No.
1 and to a criminal justice issue relevant to Case No. 2. Relevant details are missing.
Below Expectations – Attempts to apply knowledge of cultural sensitivity and diversity awareness to a criminal justice issue
relevant to Case No. 1 and to a criminal justice issue relevant to Case No. 2; however, significant details are missing.
Non-Performance – The application of knowledge of cultural sensitivity and diversity awareness to a criminal justice issue
relevant to Case No. 1 and to a criminal justice issue relevant to Case No. 2 is either nonexistent or lacks the components
described in the assignment instructions.
Distinguished – Comprehensively, clearly, and accurately interprets constitutional principles relevant to social and criminal justice
for a criminal justice issue relevant to Case No. 3.
Proficient – Interprets constitutional principles relevant to social and criminal justice for a criminal justice issue relevant to Case
No. 3. Minor details are missing, slightly unclear, and/or inaccurate.
Basic – Minimally interprets constitutional principles relevant to social and criminal justice for a criminal justice issue relevant to
Case No. 3. Relevant details are missing, unclear, and/or inaccurate.
Below Expectations – Attempts to interpret constitutional principles relevant to social and criminal justice for a criminal justice
issue relevant to Case No. 3; however, significant details are missing, unclear, and inaccurate.
Non-Performance – The interpretation of constitutional principles relevant to social and criminal justice for a criminal justice issue
relevant to Case No. 3 is either nonexistent or lacks the components described in the assignment instructions.
Distinguished – Comprehensively analyzes two critical perspectives on a criminal justice issue relevant to one of the three cases.
Proficient – Analyzes two critical perspectives on a criminal justice issue relevant to one of the three cases. The analysis is
slightly underdeveloped.
Basic – Minimally analyzes two critical perspectives on a criminal justice issue relevant to one of the three cases. The analysis is
underdeveloped.
Below Expectations – Attempts to analyze two critical perspectives on a criminal justice issue relevant to one of the three cases;
however, the analysis is significantly underdeveloped.
Non-Performance – The analysis of two critical perspectives on a criminal justice issue relevant to one of the three cases is either
nonexistent or lacks the components described in the assignment instructions.
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Written work contains no errors and is very easy to understand.
Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work
contains only a few minor errors and is mostly easy to understand.
Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few
errors which may slightly distract the reader.
Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work
contains major errors which distract the reader.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Case 3: Interprets Constitutional Principles Relevant to Social and Criminal
Justice for a Criminal Justice Issue Relevant to Case No. 3
Total: 4.00
Analyzes Two Critical Perspectives on a Criminal Justice Issue Relevant to One
of the Three Cases
Total: 4.00
Written Communication: Control of Syntax and Mechanics Total: 2.00
Written Communication: APA Formatting Total: 1.00
Basic – Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA
requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to
distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.
Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.
Basic – The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.
Below Expectations – The length of the paper is equivalent to at least one half of the required number of correctly formatted
pages.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All
sources on the reference page are used and cited correctly within the body of the assignment.
Proficient – Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and
cited correctly within the body of the assignment.
Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on
the reference page are used within the body of the assignment. Citations may not be formatted correctly.
Below Expectations – Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be
scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted
correctly.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Page Requirement Total: 1.00
Written Communication: Resource Requirement Total: 2.00
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Week 5 – Final Paper
Building a More Just Society
[WLOs: 1, 3, 4] [CLOs: 1, 2, 3, 4, 5, 6]
Prior to beginning work on this assignment, please review the article Blended Sentencing Laws and the
Punitive Turn in Juvenile Justice (Schaefer and Uggen, 2016). In addition, please review resources
included in your Week 3 Annotated Bibliography assignment. Finally, examine the Building a More Just
Society case scenarios multimedia below.
Restart
Resume
Background
You work as a paralegal in a public defender’s office. In an upcoming presentation to a local legislative
committee, the public defender plans to address criminal justice issues, constitutional principles,
cultural sensitivity, and diversity awareness to promote social justice goals in local communities. You
have been asked to assist the public defender in preparing the presentation. To this end, you will
explore processes and issues in three criminal cases, applications for criminology, and relevant critical
perspectives toward the goal of building a more just society.
Your Task
The public defender hopes to gain funding to support programs that respond to criminal justice issues
and that promote a more just society. Earlier in this course, you had an opportunity to criminology
through the works of Messer et al. (2016), Salvatore (2017) and Zoutewelle-Terovan & Skardhamar
(2016). These authors consider how criminology may help to explain factors that associate with crime.
Recall for example the consideration of life course theory in Messer et al. (2016). To help the public
defender with preparation, you have been asked to create a paper between six and eight pages in
length. Your description of processes, explanation of issues, and analysis of critical perspectives will
provide the foundation for the public defender’s address to the local legislative committee, and thereby
promote support for programs and laws that address large societal problems and that promote the
social justice principles of equality, solidarity, and human rights to build a more just society.
The public defender has come across three distinct cases that highlight the criminal justice issues that
the legislature needs to address. Each case is preceded by a video summary that will comprise a
portion of the public defender’s presentation to the legislative committee. To provide context for the
public defender’s presentation to the legislative committee, the initial part of your paper should explain
issues and describe processes about the following case scenarios:
Case No. 1: Juvenile Justice and Law Enforcement
Case Description (also included in the multimedia content)
Through the process of waiver, the defendant was transferred from the juvenile justice
system to the criminal justice system on drug related charges. If convicted, the defendant
could receive a prison sentence. The defendant resides in an impoverished community. The
public defender seeks funding for community treatment centers that respond to drug issues.
When in custody, the defendant claims that law enforcement asked incriminating questions
about the investigation. While the defendant’s parents were present during the custodial
interrogation, law enforcement did not communicate the right to remain silent in the primary
language of the parents of the defendant. It is uncontested that the parents have no
understanding of the English language. Think about how cultural sensitivity could inform
decisions on which officers are assigned to communities with diverse languages.
Issue and Process Summary
For this case, the processes include (1) waiver from the juvenile justice system to the
criminal justice system and (2) law enforcement communication with persons in custody.
Issues in this case include (1) drug related challenges for criminal justice and (2) law
enforcement communication in multilingual communities.
Please structure your paper as follows:
Title of your Paper
Summary of Issues and Processes Section. Please address each of the elements below:
• Explain criminal justice issues in law enforcement (Case No. 1).
• Describe processes for juvenile justice (Case No. 1) and law enforcement (Case No. 1).
Case Assessment Section. Address each of the following prompts:
Case No. 1: Criminology
• Describe an application for criminology (consider life course theory, strain theory, or
another criminological theory) that addresses a drug-related criminal justice issue
relevant to Case No. 1.
◦ To assist you with this part, consider how a criminological theory could support a
criminal justice program or approach that addresses drug related challenges.
Cases No. 1 and No. 2: Cultural Sensitivity and Diversity Awareness
• Apply knowledge of cultural sensitivity and diversity awareness to a criminal justice issue
relevant to Case No. 1.
◦ To assist you with this part, consider how knowledge of cultural sensitivity and
diversity awareness could be applied to approaches relevant to law enforcement
communication in multilingual communities (Case No. 1).
Critical Perspectives
• Analyze two critical perspectives on a criminal justice issue of your choosing relevant to
one of the three cases.
◦ To assist you with your analysis, consider potential merits and limitations for each
critical perspective, and how the critical perspectives may provide insights on how to
address the criminal justice issue.
Case No. 2: The Judiciary
Case Description (also included in the multimedia content)
In this case, the defendant claims that a juror was excluded based on race. The juror was in
the same, recognized protected racial group as the defendant and was struck by the
prosecutor with a peremptory strike (no reason stated for removing the juror from the panel).
When asked for reasons to strike the juror based upon objective information from what she
stated during voir dire, the prosecutor did not provide any reason at all and just asserted
that this was the choice for the preemptory strik The defendant asserts that the exclusion in
this case is in violation of constitutional rights and undermines the legitimacy of the trial
process. In this case, the record does not contain any information that would suggest an
alternative basis for the exclusion of this juror.
Please review the case summary of Foster v. Chatman (2016) available through the
webpage link under the “Required Resources” section and consider how the United States
Supreme Court addresses an issue of racial discrimination within the context juror
exclusion.
Issue and Process Summary
For this case, the processes include (1) juror selection and (2) juror responsibilities in a
criminal case. Issues in this case include juror exclusion by race.
Please structure your paper as follows:
Title of your Paper
Summary of Issues and Processes Section. Please address each of the elements below:
• Explain criminal justice issues in the judiciary.
• Describe processes for the judiciary (Case No. 2).
Case Assessment Section. Address each of the following prompts:
Cases No. 1 and No. 2: Cultural Sensitivity and Diversity Awareness
• Apply knowledge of cultural sensitivity and diversity awareness to a criminal justice issue
relevant to Case No. 2.
◦ To assist you with this part, consider how knowledge of cultural sensitivity and
diversity awareness could be applied to approaches relevant to juror exclusion by
race (Case No. 2).
Critical Perspectives
• Analyze two critical perspectives on a criminal justice issue of your choosing relevant to
one of the three cases.
◦ To assist you with your analysis, consider potential merits and limitations for each
critical perspective, and how the critical perspectives may provide insights on how to
address the criminal justice issue.
Case No. 3: Corrections
Case Description (also included in the multimedia content)
For this case, the defendant claims that the correctional facility conditions violate Eighth
Amendment rights, due to cruel and unusual punishment in the form of overcrowded cell
conditions. The defendant argues that cell conditions were highly unsanitary and
unacceptably crowded for a sustained period, in violation of constitutional rights.
Issue and Process Summary
For this case, the processes include monitoring of cell conditions. Issues in this case include
cell conditions within the context of the Eighth Amendment.
Please structure your paper as follows:
Title of your Paper
Summary of Issues and Processes Section. Please address each of the elements below:
• Explain criminal justice issues in and corrections (Case No. 3).
• Describe processes for corrections (Case No. 3).
Case Assessment Section. Address each of the following prompts:
Case No. 3: Constitutional Principles
• Interpret constitutional principles relevant to social and criminal justice for an issue that
relates to Case No. 3.
◦ To assist you with your interpretation, consider how constitutional principles in this
context relate to goals for social justice and to goals for criminal justice.
Critical Perspectives
• Analyze two critical perspectives on a criminal justice issue of your choosing relevant to
one of the three cases.
◦ To assist you with your analysis, consider potential merits and limitations for each
critical perspective, and how the critical perspectives may provide insights on how to
address the criminal justice issue.
The Final Paper
You will prepare a six- to eight-page paper that addresses the questions below which relate to each of
the three cases. To provide context for the public defender’s presentation to the legislative committee,
the first section directs you to summarize issues and describe processes. As a reminder, each case
includes a process and an issue summary to assist you in your response in this first section. Note that
the Wright (2012) text includes helpful information on processes. Be sure to include at least five
relevant sources other than the textbook, at least three of which must be found in the Ashford
University Library. Of the five sources required (in addition to the textbook), three must be scholarly and
the remaining two may be either scholarly or credible. It is expected that you will draw resources from
your Week 3 Annotated Bibliography assignment, but you may select other resources if you choose to
do so.
Consider using Q for your library research and to access writing supports, and tutoring services
available to you. See the Guide to Installing and Using Q
(https://content.bridgepointeducation.com/curriculum/file/dd00f749-7449-469c-9bd3-
1e6e269bd895/1/Guide%20to%20Installing%20and%20Using%20Q%20for%20Success ) for more
information.
*Note: To access the Ashford University Library directly, click on the Writing Center and Library links in
your left navigation. Watch the Database Search Tips
(https://ashford.mediaspace.kaltura.com/media/Database+Search+Tips/0_vj8u97hi) video for more and
see Searching the Ashford University Library document for assignment-specific search tips.
The Building a More Just Society paper
• Must be six to eight double-spaced pages in length (not including title and references pages) and
formatted according to APA style as outlined in the Ashford Writing Center
(https://awc.ashford.edu/index.html) .
• Must include a separate title page with the following:
◦ Title of paper
◦ Student’s name
◦ Course name and number
◦ Instructor’s name
◦ Date submitted
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013
(http://writingcenter.ashford.edu/apa-formatting-word-2013) .
• Must utilize academic voice. See the Academic Voice (http://writingcenter.ashford.edu/academic-
voice) resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end
with a clear thesis statement that indicates the purpose of your paper.
◦ For assistance on writing Introductions & Conclusions
(http://writingcenter.ashford.edu/introductions-conclusions) as well as Writing a Thesis
Statement (http://writingcenter.ashford.edu/writing-a-thesis) , refer to the Ashford Writing
Center resources.
• Must use at least five sources in addition to the textbook, three of which must be found in the
Ashford University Library. Of the five sources required (in addition to the textbook), at least three
must be scholarly and the remaining two must be either scholarly or credible.
◦ The Scholarly, Peer Reviewed, and Other Credible Sources
(https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-
44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources ) table
offers additional guidance on appropriate source types. If you have questions about whether a
specific source is appropriate for this assignment, please contact your instructor. Your instructor
has the final say about the appropriateness of a specific source for a particular assignment. The
Integrating Research (https://content.bridgepointeducation.com/curriculum/file/5408ee9b-
e793-44d5-8a4d-e54bc6e72f74/1/Integrating%20Research.zip/story_html5.html) tutorial will offer
further assistance with including supporting information and reasoning.
• Must document all sources in APA style as outlined in the Ashford Writing Center’s Citing Within
Your Paper (http://writingcenter.ashford.edu/citing-within-your-paper) guide.
• Must include a separate references page that is formatted according to APA style. See the
Formatting Your Reference List (http://writingcenter.ashford.edu/format-your-reference-list)
resource in the Ashford Writing Center for specifications.
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*Note: You are encouraged to integrate any feedback from your instructor and upload the assignment
to your ePortfolio .
Carefully review the Grading Rubric
(http://ashford.waypointoutcomes.com/assessment/22399/preview) for the criteria that will be used to
evaluate your assignment.
Waypoint Assignment
Submission
The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to
submit your assignment.
1. Click on the Assignment Submission button below. The Waypoint “Student Dashboard” will open
in a new browser window.
2. Browse for your assignment.
3. Click Upload.
4. Confirm that your assignment was successfully submitted by viewing the appropriate week’s
assignment tab in Waypoint.
For more detailed instructions, refer to the Waypoint Tutorial
(https://content.bridgepointeducation.com/curriculum/file/dc358708-3d2b-41a6-a000-
ff53b3cc3794/1/Waypoint%20Tutorial )
(https://content.bridgepointeducation.com/curriculum/file/dc358708-3d2b-41a6-a000-
ff53b3cc3794/1/Waypoint%20Tutorial ) .
Load Week 5 – Final Paper in a new window
Running
head;
ANNOTATED BIBLIOGRAPHY
1
ANNOTATED BIBLIOGRAPHY 2
ANNOTATED BIBLIOGRAPHY
Jamie Robertson
Introduction to Criminal Justice
Dr. Sean Grier
May 31, 2019
Annotated Bibliography
Criminal justice issue of law enforcement communication in multilingual communities
First article
Faraldo-Cabana, P. (2018). Research Excellence and Anglophone Dominance: The Case of Law, Criminology and Social Science. In The Palgrave Handbook of Criminology and the Global South (pp. 163-181). Palgrave Macmillan, Cham.
Retrieved from
https://eprints.qut.edu.au/115607/
The journal article is introduced through exclaiming the highly televised protests and shootings that involve police officers. It also goes on and notices that the ethnic minorities face racial discrimination from policemen and other law enforcing agencies. The journal is, therefore, an acknowledgment that sharing a common language is one way to drastically reduce language and race barriers in the challenge of creating and fostering a better tomorrow. In the developing parts of the article, it acknowledges the presence of criminology in the workforce of trying to enforce laws without multilingual barriers.
It acknowledges that through criminology language barriers are often disproportioned. The article explains that criminology helps the police and other law agencies reflect the idea that they are represented by them and not just policed. When the language is restricted and guided the community through criminology can come forward and acknowledge the different form of crimes. However when there is immunity from the language the community stays away from the criminal agencies and law enforcement and therefore increase in criminal activities. This concludes by explaining the ways in which multilingual communities can be used to promote justice. The criminal agencies should develop the heritage of the speakers so that the imbalance relating to multilingual communities is reduced. It suggests that through proper recruiting into criminal agencies might be a solution. The article, in summary, encourages criminal agencies that recruit language rich pool of candidates to help deal with this complex issue.
Application of criminology to the multilingual approach
Second article
Buffin, J. P. (2017). A Mixed Method Study Of A Former Special Operations Community: Identifying Factors That Effect Cross-Cultural Competency
. Retrieved from
https://pdfs.semanticscholar.org/d72f/c086d681bd6e7e9059399e6ee286b695cd0d
The authors recognize that multilingual settings can be a burden to law enforcing agencies at the start of the article. It suggests that police officers and other agencies cannot perform their duties properly well when they don’t know the language to use in interrogating the witnesses of a crime. When the language barrier becomes a challenge for witnesses to describe a suspect to the police, it clearly becomes a challenge. The challenge explanations present the journal with a perfect introduction to move on and explain the relevance of criminology to multilingual settings.
In the development part, the authors highlight that criminology can be applied to the multilingual setting program of the LEP individuals. Criminology encourages interaction with the LEP on a daily basis. Daily interaction through criminology enhances planning and reduction in language use resources. This strategy is referred to as the article as three diverse laws. Enforcement agencies apply it as a criminology strategy to help reach out to the LEP populations. At the end of the article, the authors express the need to fight crime in multilingual settings through understanding the changing demographics of the multilingual communities and their jurisdiction. This gives power to the application of criminology in assisting multilingual communities.
Racial discrimination in the jury
Third article
Gündemir, S., Dovidio, J. F., Homan, A. C., & De Dreu, C. K. (2017). The impact of organizational diversity policies on minority employees’ leadership self-perceptions and goals. Journal of Leadership & Organizational Studies, 24(2), retrieved from
https://journals.sagepub.com/doi/abs/10.1177/0963721418766068
In this article, the main claim is that most jury excludes people of colors from services because of the race especially from serious cases nearly 135 years after laws were passed abandoning such practices. The article indicates that people of color are discouraged from attending to serious criminal matters for example death and life sentences trial matters.
The article in its development presents that such exclusion of people of color from jury activities undermines the role, credibility, and reliability of the criminal justice system. The article goes ahead to mention specific cases where racial bias was witnessed. A total of over 100 African-American natives were excluded from jury duties for nothing serious but based on race. Hundreds of court case reviews are also presented in the paper as proof to claims that modern day still has jury selection due to racial biases. The end of the article introduces reasons why prosecutors have struck racial minorities out of jury responsibility. Some of the reason cited includes lack of intelligence, criminal background and the wearing of eyeglasses which are a clear indication that they are trying to peel back the mask of racial bias that exists in courts.
The eighth amendment
Article four
Bagaric, M., & Gopalan, S. (2016). Sound Principles, Undesirable Outcomes: Justice Scalia’s Paradoxical Eighth Amendment Jurisprudence. Akron L. Rev., 50, 301. Retrieved from
https://pdfs.semanticscholar.org/5e3e/fb6afe00587174d29ca63b93338af8d4580a
This article questions confinement in prison and its conditions as talked about in the eighth amendment. The article present strong opinions in the introduction that conditions in jail should not deprive inmates of civilized measures and life necessities. All these conditions according to the article should not be cruel but rather cool ones. The conditions in jail shouldn’t be restrictive and harsh. Even if they are part of the penalties that criminal pay for what they had done it should be a rather general principle.
The article develops a conclusion that the punishments of conditions as displayed in the eighth amendment should rather be confinement only. Confinement, as described by the journal, is to be formally meted out. Through formally meted out it means that the confinement should be the worst of the punishments presented in prisons in relation to the prison conditions. Further worse prison conditions should invite culpable circumstances to the important individual involved in the same.
Article five
Craig, B. (2018). Cruel and Unusual: The Eighth Amendment and the Overuse of Solitary Confinement in American Corrections.
Retrieved from
https://pdfs.semanticscholar.org/b896/56162caf735f6dd513ab26a427f389ad8807
The main argument in the article is to develop and convince the state and the citizens to adopt a system where confined prison conditions as listed in the eighth amendment should be related to the kind of crime committed by the specific individual. The text introduces the concept through presenting a case where two criminal of different crimes are put through the same hard conditions which seem quite unfair.
In the development strategy, the article presents ideas of three concurring judges who feel the idea is valid. The three mentioned judges do sign to the fact that crimes of high level should be presented with hard and difficult conditions that the criminals regret having done the mistake. On the other, had criminals of lesser crimes should be presented with rather humanly conditions. At the end of the article, the author convinces the audience to agree with these analyses in the view that in due time the idea will reach the congress where it will be adapted without failure. If the three judges are for it then the rest of the state and the world will be able to see the sense.
References
Bagaric, M., & Gopalan, S. (2016). Sound Principles, Undesirable Outcomes: Justice Scalia’s Paradoxical Eighth Amendment Jurisprudence. Akron L. Rev., 50, 301.
Buffin, J. P. (2017). A Mixed Method Study Of A Former Special Operations Community: Identifying Factors That Effect Cross-Cultural Competency
Craig, B. (2018). Cruel and Unusual: The Eighth Amendment and the Overuse of Solitary Confinement in American Corrections.
Faraldo-Cabana, P. (2018). Research Excellence and Anglophone Dominance: The Case of Law, Criminology and Social Science. In The Palgrave Handbook of Criminology and the Global South (pp. 163-181). Palgrave Macmillan, Cham.
Gündemir, S., Dovidio, J. F., Homan, A. C., & De Dreu, C. K. (2017). The impact of organizational diversity policies on minority employees’ leadership self-perceptions and goals. Journal of Leadership & Organizational Studies, 24(2)
I think that school uniforms benefit students by
eliminating
competition based on designer labels.
School uniforms benefit students by eliminating
competition based on designer labels.
Hey, let me get your opinion on this: When people
tell a story, which do you prefer? A person who
repeats themselves even if their point is already
addressed or someone who keeps it simple and gets
to the point? If you’re like me, then you probably
want the person that gets to the point. Most people
nowadays would prefer someone to keep it short,
simple, and cut to the chase. This happens with
social encounters at work, with friends, with
family, on t.v., the radio, or wherever people
communicate.
People tend to enjoy speakers who do not repeat
themselves, but who keep their message quick and to
the point. In a fast-paced world, people prefer
someone who can keep a story short and simple.
Brief, effective communication can enhance social
encounters at work, with friends, and with family,
and may even relay messages better on television,
over the radio, or wherever people communicate.
At the present time, a total of four researchers
summarized briefly the results of the two different
and varying
groups’ tests.
Four researchers summarized the results of the two
groups’ tests.
The teachers are adapting their methods to meet the
needs of each student.
The teachers are differentiating instruction.
Researchers had a really good response to the
survey.
Researchers had a 75% response rate to the survey.
Television, textbooks, and computer games are just
a few technological mediums in which information is
presented and widely accepted as a form of
communication even for education. This must be
taken into account when determining what literacy
means and how students receive information as well
as how they master the skill of developing their
competencies. Where reading and writing skills in
the medium of spoken word or paper and ink once
strictly defined literacy, the definition is widely
changing to include proficiency in modern
technology such as computers and other digital
sources of information. For example, students can
access digital applications, and according to
Kervin (2016), digital play with carefully selected
apps can provide active, hands-on, engaging and
empowering learning opportunities. Apps can
facilitate versatility in children’s literacy
experiences by providing opportunities for reading
and writing, and to listen and communicate through
a range of scenarios and activities (Kervin, 2016).
By this explanation, an app on a tablet can provide
students an alternate medium for education while
introducing them to technology literacy. Although
not all available apps are created to enrich a
child’s educational experiences, the guided use of
carefully chosen apps for digital play can be a
powerful learning tool when used in academic
contexts.