Author: admin

Write a 700- to 1,050-word opinion paper in which you:
Define crime and criminality.
Explain the difference between deviance and criminality.
Differentiate between the Classical and Neoclassical Schools of Criminology.
Define deterrence theory.
Identify the three characteristics of punishment.
List and define four theories of victimization.
Discuss what you think is the best way to mitigate crime: using the justice system or social control.
Format your paper according to APA guidelines.

Length:
1700 words (no more than 10% +/- leeway is allowed).
Criteria & Marking:
Depth and clarity of understanding in relation to course readings and each Four R approach
Ability to apply this understanding to Indigenous Issues as discussed throughout the course
Effective written and communication skills
Ability to effectively reflect on Four Rs framework using relevant examples and activities as per criteria sheet
Task Description
:Throughout the course, we have demonstrated how the Four Rs Framework (Kirkness & Barnhardt, 1991) can be a powerful tool to guide us through learning, teaching, and incorporating Indigenous Knowledges into our schools and classrooms in a meaningful way.This task allows you to demonstrate your understanding of how the Four Rs of Respect, Responsibility, Relevance, and Reciprocity are enacted within a school-community environment.For each category (Respect; Responsibility; Relevance; Reciprocity), you will be asked to draw on
specific resources and examples*
that enable you to identify and discuss how you could put the theoretical concept of that particular “R word” into practise within the classroom through the use of school and community activities.*Specific examples and resources may include the following:
Possibilities for supporting teachers’ understanding and professional development of IK
Examples of Indigenous artists and art work that could be used as a teaching tool within the classroom
Community or state funded organisations such as Indigenous community groups, NGOs, cultural groups, galleries, artists, musicians, performance groups, etc.
Individuals including Elders, community leaders, Indigenous artists, parents/guardians,etc.
Physical resources including videos, websites, texts, posters, etc.
Highly relevant government and/or educational policies and resources
Specific Indigenous Language or Land-based learning resources
References to relevant political, social, or historical events related to Indigenous peoples
Attachments:
6703303_1_2021-A3-Template-1—3-.docx