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  • [Solved] Law – Criminal CJ 315 Module Six Assignment

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file below. **files (1)** – ## ModuleSixAssignmentGuidelinesandRubric.html.zip **## ModuleSixAssignmentGuidelinesandRubric.html.zip** ## Module Six Assignment Guidelines and Rubric.html ## CJ 315 Module…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Please see the attached file below.

    **files (1)**

    – ## ModuleSixAssignmentGuidelinesandRubric.html.zip

    **## ModuleSixAssignmentGuidelinesandRubric.html.zip**

    ## Module Six Assignment Guidelines and Rubric.html

    ## CJ 315 Module Six Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will define empathy and explore how it can be applied to a victim of robbery.

    ### Prompt

    In Module Four, you learned how empathy influences interactions between criminal justice professionals and victims of crime, and explored appropriate responses to different kinds of victimization. You will now apply this knowledge to define empathy and explain how empathy can be applied to a victim of robbery. This application of knowledge will help you prepare for the submission of Project Three in Module Eight.

    – First, review the Project Three Guidelines and Rubric document.
    – Next, in 50 to 100 words, explain what empathy is and how it can be applied in the criminal justice system. Include the following in your explanation:

    – What is empathy?
    – In which areas of criminal justice can empathy be applied?
    – How can it be applied?
    – Then, in 100 to 150 words, describe how empathy influences interactions between a victim of robbery and criminal justice professionals. Include the following in your description:

    – Which criminal justice professional(s) typically displays empathy to a victim of robbery?
    – How does empathy typically affect the interactions between the criminal justice professional(s) and a victim of robbery?
    – Last, in 100 to 150 words, describe responses to a victim of robbery by criminal justice professionals. Include the following in your description:

    – What are appropriate responses to a victim of robbery?
    – What are inappropriate responses to a victim of robbery?
    – How can the responses affect the victim?

    Specifically, the following rubric criteria must be addressed:

    – Explain what empathy is and how it can be applied in the criminal justice system.
    – Describe how empathy influences interactions between a victim of robbery and criminal justice professionals.
    – Describe responses to a victim of robbery by criminal justice professionals.

    ### What to Submit

    This assignment should be 250 to 350 words in length. Any references must be cited in APA style. See the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

    ### Module Six Assignment Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Explanation of Empathy | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains what empathy is and how it can be applied in the criminal justice system | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in explanation | Does not attempt criterion | 20 |
    | Empathy and Interactions | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how empathy influences interactions between a victim of robbery and criminal justice professionals | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in description | Does not attempt criterion | 30 |
    | Responses | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes responses to a victim of robbery by criminal justice professionals | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification when describing responses | Does not attempt criterion | 30 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    **## ModuleSixAssignmentGuidelinesandRubric.html.zip**

    ## Module Six Assignment Guidelines and Rubric.html

    ## CJ 315 Module Six Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will define empathy and explore how it can be applied to a victim of robbery.

    ### Prompt

    In Module Four, you learned how empathy influences interactions between criminal justice professionals and victims of crime, and explored appropriate responses to different kinds of victimization. You will now apply this knowledge to define empathy and explain how empathy can be applied to a victim of robbery. This application of knowledge will help you prepare for the submission of Project Three in Module Eight.

    – First, review the Project Three Guidelines and Rubric document.
    – Next, in 50 to 100 words, explain what empathy is and how it can be applied in the criminal justice system. Include the following in your explanation:

    – What is empathy?
    – In which areas of criminal justice can empathy be applied?
    – How can it be applied?
    – Then, in 100 to 150 words, describe how empathy influences interactions between a victim of robbery and criminal justice professionals. Include the following in your description:

    – Which criminal justice professional(s) typically displays empathy to a victim of robbery?
    – How does empathy typically affect the interactions between the criminal justice professional(s) and a victim of robbery?
    – Last, in 100 to 150 words, describe responses to a victim of robbery by criminal justice professionals. Include the following in your description:

    – What are appropriate responses to a victim of robbery?
    – What are inappropriate responses to a victim of robbery?
    – How can the responses affect the victim?

    Specifically, the following rubric criteria must be addressed:

    – Explain what empathy is and how it can be applied in the criminal justice system.
    – Describe how empathy influences interactions between a victim of robbery and criminal justice professionals.
    – Describe responses to a victim of robbery by criminal justice professionals.

    ### What to Submit

    This assignment should be 250 to 350 words in length. Any references must be cited in APA style. See the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

    ### Module Six Assignment Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Explanation of Empathy | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains what empathy is and how it can be applied in the criminal justice system | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in explanation | Does not attempt criterion | 20 |
    | Empathy and Interactions | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how empathy influences interactions between a victim of robbery and criminal justice professionals | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in description | Does not attempt criterion | 30 |
    | Responses | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes responses to a victim of robbery by criminal justice professionals | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification when describing responses | Does not attempt criterion | 30 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

  • [Solved] Crime scene investigation and reconstruction

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Class- So far this semester you have learned about the different types of evidence such as impression, fingerprint, DNA and so much more. You are to write a 2-3 page paper describing a specific type of evidence you found the m…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Class- So far this semester you have learned about the different types of evidence such as impression, fingerprint, DNA and so much more. You are to write a 2-3 page paper describing a specific type of evidence you found the most interesting. You must include forensic contributors to this specific field of evidence and how science has evolved in the analysis process. Lastly, you have to include a case where this type of evidence was involved (you do not have to articulate if this evidence solved the case). You must have 3 references, one of which is your textbook. You need to include in-text citations  (Plotkin, 2016) after any material that is not yours, especially any quotes. This in-text citation will also have a reference(s) listed at the end to match.

  • [Solved] Negligence

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    How does the principle of negligence in tort law balance the interests of holding individuals accountable for harm caused by their actions while also protecting them from undue liability? Provide examples of real-life cases or hypothetical scenarios to support your argument. 300 words for the initia…

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    Assignment Prompt & Instructions

    How does the principle of negligence in tort law balance the interests of holding individuals accountable for harm caused by their actions while also protecting them from undue liability? Provide examples of real-life cases or hypothetical scenarios to support your argument.

    300 words for the initial post

  • [Solved] Criminal

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) 300 words/2 references One of the most commonly used yet misunderstood amendments is the 14th amendment. It is cited a lot in its equal protection and due process functions, but what do those really mean from a practical stand…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    300 words/2 references

    One of the most commonly used yet misunderstood amendments is the 14th amendment. It is cited a lot in its equal protection and due process functions, but what do those really mean from a practical standpoint?

    This week you will find a 14th amendment US Supreme Court case from the last FIVE years and you will present an argument supporting the DISSENT of the case. In other words, you will argue that the US Supreme Court made the wrong decision.

    Some things you should consider: other Supreme Court cases; lower court cases with analysis that supports your arguments; statistics from accurate sources that show what Americans support; news stories describing a negative outcome of the decision; long-term outcome of the decision of the case.

  • [Solved] CJ 315 Project Two

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file. **files (1)** – ## ProjectTwoGuidelinesandRubric.html2.zip **## ProjectTwoGuidelinesandRubric.html2.zip** ## Project Two Guidelines and Rubric.html ## CJ 315 Project Two Guidelines and Rubric ### …

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Please see the attached file.

    **files (1)**

    – ## ProjectTwoGuidelinesandRubric.html2.zip

    **## ProjectTwoGuidelinesandRubric.html2.zip**

    ## Project Two Guidelines and Rubric.html

    ## CJ 315 Project Two Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze how victimization data informs problem solving in criminal justice

    ### Scenario

    You are a crime analyst who has been hired by Pete Costa, the police commissioner in the city of Mason, to analyze an area of crime and victimization data. For this task, you will use the following sources of data: Bureau of Justice Statistics, the Federal Bureau of Investigation Internet Crime Complaint Center, and the Polaris Project (which runs the National Human Trafficking Hotline). You will examine the data on rape/sexual assault, cybercrime, or human trafficking for the most recent year available. You will then present to the police commissioner a clear and sustainable plan to help reduce the risk of victimization. The plan will include the data examined, an explanation of how the data was collected, risk factors that increase the likelihood of being a victim of crime analyzed in the data, how victimization data can be applied to address problems in the criminal justice system, and identification of a National Institute of Justice program that can address the crime data analyzed.

    ### Directions

    Using the provided scenario and the data for one of the crimes below (the same crime you chose in the Module Four assignment), create a written plan to reduce the risk of victimization for the crime selected.

    – [Rape and sexual assault data](https://www.bjs.gov/index.cfm?ty=tp&tid=317) (Click Crime Victimization for last year and then Full Report.)

    – [Cybercrime data](https://www.ic3.gov/AnnualReport/Reports) (Click IC3 Annual Report for last year.)

    – [Human trafficking data](https://polarisproject.org/human-trafficking/facts)

    Include the following required elements :

    1. Explain the data examined in relation to the crime you selected (150 to 200 words). Include the following in your description:

    1. Identify the crime.
    2. Describe the data.
    3. Identify trends or any distinguishing factors in the data.
    2. Explain how and why the data was collected (150 to 200 words). Include the following in your explanation:

    1. Identify the data source.
    2. Provide background information regarding the data source.
    3. Explain how the data was collected (survey, questionnaire, and reported crime).
    4. Explain why this data is collected.
    3. Identify risk factors that may increase the likelihood of being a victim of the crime selected (100 to 150 words).

    1. Determine who is most likely to be identified as a victim (people, businesses, or corporations) in that specific crime and the risk factors that may contribute to the victimization.
    4. Explain how victimization data is applied to address problems in the criminal justice system (200 to 250 words). Address the following in your explanation:

    1. Identify problems related to the crime selected.
    2. Provide an example that shows how the use of data for the crime selected can result in strategies to reduce the risk of victimization for that specific crime.
    5. Identify a best practice that can address crime data analyzed (150 to 200 words).

    1. Select an industry best practice substantiated by supporting scholarly evidence that addresses the crime selected.
    2. Summarize the best practice.
    3. Explain how the best practice may reduce the risk of victimization for the crime selected.

    ### What to Submit

    To complete this project, you must submit the following:

    For this assignment, create a 750- to 1,000-word written plan regarding the data analyzed, and focus on reducing the risk of victimization for the crime selected. Any sources should be cited according to APA style.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    – [Bureau of Justice Statistics](https://www.bjs.gov/index.cfm?ty=dcdetail)

    ### Project Two Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Data Examined | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains the data examined in relation to the selected crime | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification identifying and describing the data examined, and/or identifying trends | Does not attempt criterion | 15 |
    | Data Collection | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how and why the data was collected | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how and why the data was collected | Does not attempt criterion | 15 |
    | Risk Factors | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Identifies risk factors that increase the likelihood of being a victim of the selected crime | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification identifying risk factors that increase the likelihood of being a victim of crime selected | Does not attempt criterion | 15 |
    | Victimization Data Application | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how victimization data is applied to address problems in the criminal justice system | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how victimization data is applied to address problems in the criminal justice system | Does not attempt criterion | 20 |
    | Identify Best Practice | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Identifies an industry best practice that can address crime data analyzed | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying a more appropriate best practice | Does not attempt criterion | 15 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    **## ProjectTwoGuidelinesandRubric.html2.zip**

    ## Project Two Guidelines and Rubric.html

    ## CJ 315 Project Two Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze how victimization data informs problem solving in criminal justice

    ### Scenario

    You are a crime analyst who has been hired by Pete Costa, the police commissioner in the city of Mason, to analyze an area of crime and victimization data. For this task, you will use the following sources of data: Bureau of Justice Statistics, the Federal Bureau of Investigation Internet Crime Complaint Center, and the Polaris Project (which runs the National Human Trafficking Hotline). You will examine the data on rape/sexual assault, cybercrime, or human trafficking for the most recent year available. You will then present to the police commissioner a clear and sustainable plan to help reduce the risk of victimization. The plan will include the data examined, an explanation of how the data was collected, risk factors that increase the likelihood of being a victim of crime analyzed in the data, how victimization data can be applied to address problems in the criminal justice system, and identification of a National Institute of Justice program that can address the crime data analyzed.

    ### Directions

    Using the provided scenario and the data for one of the crimes below (the same crime you chose in the Module Four assignment), create a written plan to reduce the risk of victimization for the crime selected.

    – [Rape and sexual assault data](https://www.bjs.gov/index.cfm?ty=tp&tid=317) (Click Crime Victimization for last year and then Full Report.)

    – [Cybercrime data](https://www.ic3.gov/AnnualReport/Reports) (Click IC3 Annual Report for last year.)

    – [Human trafficking data](https://polarisproject.org/human-trafficking/facts)

    Include the following required elements :

    1. Explain the data examined in relation to the crime you selected (150 to 200 words). Include the following in your description:

    1. Identify the crime.
    2. Describe the data.
    3. Identify trends or any distinguishing factors in the data.
    2. Explain how and why the data was collected (150 to 200 words). Include the following in your explanation:

    1. Identify the data source.
    2. Provide background information regarding the data source.
    3. Explain how the data was collected (survey, questionnaire, and reported crime).
    4. Explain why this data is collected.
    3. Identify risk factors that may increase the likelihood of being a victim of the crime selected (100 to 150 words).

    1. Determine who is most likely to be identified as a victim (people, businesses, or corporations) in that specific crime and the risk factors that may contribute to the victimization.
    4. Explain how victimization data is applied to address problems in the criminal justice system (200 to 250 words). Address the following in your explanation:

    1. Identify problems related to the crime selected.
    2. Provide an example that shows how the use of data for the crime selected can result in strategies to reduce the risk of victimization for that specific crime.
    5. Identify a best practice that can address crime data analyzed (150 to 200 words).

    1. Select an industry best practice substantiated by supporting scholarly evidence that addresses the crime selected.
    2. Summarize the best practice.
    3. Explain how the best practice may reduce the risk of victimization for the crime selected.

    ### What to Submit

    To complete this project, you must submit the following:

    For this assignment, create a 750- to 1,000-word written plan regarding the data analyzed, and focus on reducing the risk of victimization for the crime selected. Any sources should be cited according to APA style.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    – [Bureau of Justice Statistics](https://www.bjs.gov/index.cfm?ty=dcdetail)

    ### Project Two Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Data Examined | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains the data examined in relation to the selected crime | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification identifying and describing the data examined, and/or identifying trends | Does not attempt criterion | 15 |
    | Data Collection | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how and why the data was collected | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how and why the data was collected | Does not attempt criterion | 15 |
    | Risk Factors | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Identifies risk factors that increase the likelihood of being a victim of the selected crime | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification identifying risk factors that increase the likelihood of being a victim of crime selected | Does not attempt criterion | 15 |
    | Victimization Data Application | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how victimization data is applied to address problems in the criminal justice system | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how victimization data is applied to address problems in the criminal justice system | Does not attempt criterion | 20 |
    | Identify Best Practice | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Identifies an industry best practice that can address crime data analyzed | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying a more appropriate best practice | Does not attempt criterion | 15 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

  • [Solved] CJ 315 Project Three

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file below. **files (1)** – ## ProjectThreeGuidelinesandRubric.html1.zip **## ProjectThreeGuidelinesandRubric.html1.zip** ## Project Three Guidelines and Rubric.html ## CJ 315 Project Three Guidelines a…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Please see the attached file below.

    **files (1)**

    – ## ProjectThreeGuidelinesandRubric.html1.zip

    **## ProjectThreeGuidelinesandRubric.html1.zip**

    ## Project Three Guidelines and Rubric.html

    ## CJ 315 Project Three Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Describe the role that empathy plays in the decision-making processes used across criminal justice professions

    ### Scenario

    You are a correctional counselor for a youthful offender program. You are to create a written report to your supervisor about the case you are working on and the role empathy may play in the decisions made by criminal justice professionals regarding the offender and victim. Using the case details linked in the Supporting Materials section, create a written report that focuses on an explanation of empathy, empathy and interactions, responses to the victim, empathy and the restorative justice process, and media and empathy.

    ### Directions

    Using the provided case details, create a written report to your supervisor regarding the role that empathy played in the decision-making processes across criminal justice professions specific to this case. Include the following required elements:

    1. Explain what empathy is and how it can be applied in the criminal justice system (50–100 words). Include the following in your explanation:

    1. What is empathy?
    2. In which areas of criminal justice can empathy be applied?
    3. How can it be applied?
    2. Describe how empathy influenced interactions between the victim of the robbery and criminal justice professionals (100–150 words). Include the following in your description:

    1. Which criminal justice professional(s) interacted with the victim?
    2. How did empathy (or lack thereof) affect the interactions between criminal justice professional(s) and the victim?
    3. Analyze responses to a victim of robbery (100–150 words). Include the following in your analysis:

    1. What were the responses to the victim?
    2. How did the responses affect the victim?
    3. Were the responses appropriate or not? If not, how could they be changed to be appropriate?
    4. Explain how empathy influenced the restorative justice process (50–100 words). Include the following in your explanation:

    1. Which criminal justice professional(s) displayed empathy to the offender?
    2. How did empathy affect the offender and the restorative justice process?
    5. Analyze how the media influenced empathy in the criminal justice process (100–150 words). Include the following in your analysis:

    1. What was the role of the media in the case?
    2. Who did the media affect and how?

    ### What to Submit

    To complete this project, you must submit the following:

    For this assignment, create a 400- to 650-word written report to your supervisor regarding the role that empathy played in the decision-making processes used across criminal justice professions specific to this case. Use double spacing, 12-point Times New Roman, and one-inch margins. Any sources should be cited according to APA style.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project Three Case Details PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20315%20Project%20Three%20Case%20Details.pdf)
    Base your work on this case.

    ### Project Three Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Explanation of Empathy | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains what empathy is and how it can be applied in the criminal justice system | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in explanation of what empathy is and how it can be applied in the criminal justice system | Does not attempt criterion | 10 |
    | Empathy and Interactions | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how empathy influences interactions between a victim of robbery and criminal justice professionals | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in description of how empathy influences interactions between a victim of robbery and criminal justice professionals | Does not attempt criterion | 20 |
    | Responses to the Victim | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Analyzes responses to a victim of robbery | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in analysis of responses to a victim of robbery | Does not attempt criterion | 20 |
    | Empathy and the Restorative Justice Process | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how empathy influenced the restorative justice process | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in explanation of how empathy influenced the restorative justice process | Does not attempt criterion | 20 |
    | Media and Empathy | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Analyzes how the media influenced empathy in the criminal justice process | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in analysis of how the media influenced empathy in the criminal justice process | Does not attempt criterion | 10 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 315 Project Three Case Details.pdf

    CJ 315 Project Three Case Details

    You are a correctional counselor assigned to James, a 17-year-old boy who was charged with robbery
    after he held up a cab driver while holding a knife to his throat. James was soon apprehended by Officer
    Friendly, and the cab driver’s wallet was retrieved. Officer Friendly has a son the same age as James.
    Officer Friendly was also aware that James did not have any positive male role models in his life and that
    he has never been in trouble before.

    James’s mother, Janice, is very distraught about her son’s “out of character” behavior. Janice is a single
    mother who works third shift and blames herself for the fact that her son has become involved in the
    criminal justice system. James expressed remorse and told Officer Friendly that he has been having a
    hard time at school with a group of boys who he is afraid of. He told Officer Friendly the group of boys
    dared him to rob the cab driver and told him that if he didn’t, they were going to rob his mother. James
    admitted he made the wrong decision and should have told an adult, and accepted responsibility.

    The victim, Victor, is an elderly immigrant who was deeply impacted by the robbery. Victor did not
    sustain any physical injuries from the incident. Victor immediately reported what happened to his
    supervisor who then contacted the police. Officer Grumpy initially responded to take Victor’s statement.
    Officer Grumpy provided Victor with a form and told him to fill it out. After Officer Grumpy collected the
    facts of the incident, he told Victor if they catch the “kid,” someone from the county attorney’s office
    will give him a call.

    Victor reported that he missed a week of work due to his fear and anxiety after the robbery. He stated
    that he has had a growing bias against teenagers and is reluctant to pick up any young men as fares for
    his job, which is costing him money. Victor has been seeing a therapist once a week and is looking for a
    new job.

    The media picked up the story and posted Victor’s photo and a headline implying he was viciously
    attacked by a “possible gang member.” After James was arrested, the police department referred his
    complaint to diversion rather than involving the juvenile justice system. Through the diversion program,
    James is eligible to participate in the restorative justice process through the county’s new Restorative
    Justice Program for Youthful Offenders (the program you work for).

    **## ProjectThreeGuidelinesandRubric.html1.zip**

    ## Project Three Guidelines and Rubric.html

    ## CJ 315 Project Three Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Describe the role that empathy plays in the decision-making processes used across criminal justice professions

    ### Scenario

    You are a correctional counselor for a youthful offender program. You are to create a written report to your supervisor about the case you are working on and the role empathy may play in the decisions made by criminal justice professionals regarding the offender and victim. Using the case details linked in the Supporting Materials section, create a written report that focuses on an explanation of empathy, empathy and interactions, responses to the victim, empathy and the restorative justice process, and media and empathy.

    ### Directions

    Using the provided case details, create a written report to your supervisor regarding the role that empathy played in the decision-making processes across criminal justice professions specific to this case. Include the following required elements:

    1. Explain what empathy is and how it can be applied in the criminal justice system (50–100 words). Include the following in your explanation:

    1. What is empathy?
    2. In which areas of criminal justice can empathy be applied?
    3. How can it be applied?
    2. Describe how empathy influenced interactions between the victim of the robbery and criminal justice professionals (100–150 words). Include the following in your description:

    1. Which criminal justice professional(s) interacted with the victim?
    2. How did empathy (or lack thereof) affect the interactions between criminal justice professional(s) and the victim?
    3. Analyze responses to a victim of robbery (100–150 words). Include the following in your analysis:

    1. What were the responses to the victim?
    2. How did the responses affect the victim?
    3. Were the responses appropriate or not? If not, how could they be changed to be appropriate?
    4. Explain how empathy influenced the restorative justice process (50–100 words). Include the following in your explanation:

    1. Which criminal justice professional(s) displayed empathy to the offender?
    2. How did empathy affect the offender and the restorative justice process?
    5. Analyze how the media influenced empathy in the criminal justice process (100–150 words). Include the following in your analysis:

    1. What was the role of the media in the case?
    2. Who did the media affect and how?

    ### What to Submit

    To complete this project, you must submit the following:

    For this assignment, create a 400- to 650-word written report to your supervisor regarding the role that empathy played in the decision-making processes used across criminal justice professions specific to this case. Use double spacing, 12-point Times New Roman, and one-inch margins. Any sources should be cited according to APA style.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project Three Case Details PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20315%20Project%20Three%20Case%20Details.pdf)
    Base your work on this case.

    ### Project Three Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Explanation of Empathy | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains what empathy is and how it can be applied in the criminal justice system | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in explanation of what empathy is and how it can be applied in the criminal justice system | Does not attempt criterion | 10 |
    | Empathy and Interactions | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how empathy influences interactions between a victim of robbery and criminal justice professionals | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in description of how empathy influences interactions between a victim of robbery and criminal justice professionals | Does not attempt criterion | 20 |
    | Responses to the Victim | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Analyzes responses to a victim of robbery | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in analysis of responses to a victim of robbery | Does not attempt criterion | 20 |
    | Empathy and the Restorative Justice Process | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how empathy influenced the restorative justice process | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in explanation of how empathy influenced the restorative justice process | Does not attempt criterion | 20 |
    | Media and Empathy | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Analyzes how the media influenced empathy in the criminal justice process | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in analysis of how the media influenced empathy in the criminal justice process | Does not attempt criterion | 10 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 315 Project Three Case Details.pdf

    CJ 315 Project Three Case Details

    You are a correctional counselor assigned to James, a 17-year-old boy who was charged with robbery
    after he held up a cab driver while holding a knife to his throat. James was soon apprehended by Officer
    Friendly, and the cab driver’s wallet was retrieved. Officer Friendly has a son the same age as James.
    Officer Friendly was also aware that James did not have any positive male role models in his life and that
    he has never been in trouble before.

    James’s mother, Janice, is very distraught about her son’s “out of character” behavior. Janice is a single
    mother who works third shift and blames herself for the fact that her son has become involved in the
    criminal justice system. James expressed remorse and told Officer Friendly that he has been having a
    hard time at school with a group of boys who he is afraid of. He told Officer Friendly the group of boys
    dared him to rob the cab driver and told him that if he didn’t, they were going to rob his mother. James
    admitted he made the wrong decision and should have told an adult, and accepted responsibility.

    The victim, Victor, is an elderly immigrant who was deeply impacted by the robbery. Victor did not
    sustain any physical injuries from the incident. Victor immediately reported what happened to his
    supervisor who then contacted the police. Officer Grumpy initially responded to take Victor’s statement.
    Officer Grumpy provided Victor with a form and told him to fill it out. After Officer Grumpy collected the
    facts of the incident, he told Victor if they catch the “kid,” someone from the county attorney’s office
    will give him a call.

    Victor reported that he missed a week of work due to his fear and anxiety after the robbery. He stated
    that he has had a growing bias against teenagers and is reluctant to pick up any young men as fares for
    his job, which is costing him money. Victor has been seeing a therapist once a week and is looking for a
    new job.

    The media picked up the story and posted Victor’s photo and a headline implying he was viciously
    attacked by a “possible gang member.” After James was arrested, the police department referred his
    complaint to diversion rather than involving the juvenile justice system. Through the diversion program,
    James is eligible to participate in the restorative justice process through the county’s new Restorative
    Justice Program for Youthful Offenders (the program you work for).

  • [Solved] Due 2/25

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached **files (5)** – ## DiscussionCaseStudyAssignmentInstructions.docx – ## DiscussionGradingRubric.pdf – HerbertSimonIssandOughtsAfterSixtyYears.pdf – Marini-UsesLiteratureExploration-1992.pdf – ReadFischerpp.1325.pdf **## DiscussionCaseStudyAssignmentInstructions.docx** PADM 700 **Discussi…

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    Assignment Prompt & Instructions

    see attached

    **files (5)**

    – ## DiscussionCaseStudyAssignmentInstructions.docx

    – ## DiscussionGradingRubric.pdf

    – HerbertSimonIssandOughtsAfterSixtyYears.pdf
    – Marini-UsesLiteratureExploration-1992.pdf
    – ReadFischerpp.1325.pdf

    **## DiscussionCaseStudyAssignmentInstructions.docx**

    PADM 700

    **Discussion: Case Study Assignment Instructions**

    Students will take part in 4 Discussions in which you will conduct a case study of an observed study in a public administration context. The analysis will be based upon the concepts you learned and discussed in the previous module’s essay assignment, writing 450-500 words in the initial thread. For the case study, students are welcome to cite a scholarly source, but if they do, it must not be merely a theoretical/philosophical discussion. Instead, whatever source is used for the actual case study must focus on
    _a real-world public administration situation that is being discussed and analyzed in the chosen articl_ e. Students will in turn apply concepts discussed in the previous Module: Week’s essay to analyze the situation, in addition to the required reading and presentations from the current Module: Week. Remember: it will be important to do both!

    Then, students will post replies of 200–250 words each to 2 classmates’ threads. Each reply must be unique and must integrate ideas (and citations) from the required reading. Reply comments must engage the case study observations made by classmates and must bring to light concepts from the required reading from the current Module: Week as well as additional reading. Thus, merely posting the same reply in 3 places is not sufficient and may be treated as a form of academic misconduct. The original thread must incorporate ideas and citations from all the required readings and presentations for that Module: Week in addition research from two scholarly sources. The reply posts must also integrate ideas and citations from the required readings and presentations for the Module: Week, as appropriate, and at least two scholarly sources.

    **Thread:**

    · 450-500 words

    · Ideas and citations from
    **_all_** the required reading and presentations from the Module: Week

    · Ideas and citations from two scholarly sources

    · Case Study of a real public administration situation related to the concepts discussed in the prior week.

    In this course, Discussions play an exceptionally important role. Consider these threads and replies to be formal communications on the same level as those you would conduct with employers, clients, or colleagues in the professional, political, or academic world. As such, they must be free of grammatical errors, must be properly formatted in current APA style, and must consist of well-reasoned, contemplative, and substantive posts and replies, rather than mere ipse dixit.

    Page 1 of 2

    **## DiscussionGradingRubric.pdf**

    Criteria Ratings Points

    Thread

    Content

    15 to >13.0 pts

    Advanced

    • Each question/prompt is
    answered thoroughly and
    logically. • Major points are
    stated clearly and effectively.
    • Clear, logical flow to post;
    stayed on topic.

    13 to >11.0 pts

    Proficient

    • Each question/prompt is
    answered. • Major points are
    stated clearly and effectively for
    the most part. • Clear, logical
    and focused for the most part.

    11 to >0.0 pts

    Developing

    • Not all facets
    of the
    prompt/questions
    are answered.
    • Lack of clarity,
    coherence, logic
    and focus in key
    areas.

    0 pts

    Not
    Present

    15 pts

    Thread

    Research
    Engagement

    13 to >10.0 pts

    Advanced

    • Ideas from all the required
    reading and presentations
    from the Module: Week and 2
    scholarly sources are
    integrated. • Relates topic to
    Scripture/biblical principles
    where appropriate.

    10 to >8.0 pts

    Proficient

    • Ideas from most the required
    reading and presentations from
    the Module: Week and 2
    scholarly sources are
    integrated. • Scripture/biblical
    principles are included but
    unfocused at times.

    8 to >0.0 pts

    Developing

    • Ideas from few
    of the required
    reading and
    presentations
    from the Module:
    Week and 2
    scholarly sources
    are integrated.
    • Missing Biblical
    integration.

    0 pts

    Not
    Present

    13 pts

    Reply

    Content

    15 to >13.0 pts

    Advanced

    • 2 unique interaction posts
    with classmates • One reply
    posted to each of 2
    classmates’ threads. • Moves
    the conversation forward with
    new ideas, research, and
    analysis. • Student’s response
    delivered in a thorough,
    thoughtful, and analytical
    manner with the student’s
    position clearly evident.

    13 to >11.0 pts

    Proficient

    • At least 2 unique interaction
    posts with classmates • One
    reply posted to each of 2
    classmates’ threads. • New
    ideas, research, and analysis
    are not always included.
    • Some commentary is
    repetitive from one reply to the
    next. • At times, reply posts do
    not seem to actually build upon
    classmate’s post.

    11 to >0.0 pts

    Developing

    • Missing one or
    more reply posts.
    • Reply posts
    are redundant.
    • Little in the
    way of new
    ideas, research,
    and analysis are
    not always
    included.

    0 pts

    Not
    Present

    15 pts

    Discussion Grading Rubric

    Criteria Ratings Points

    Reply

    Research
    Engagement

    10 to >8.0 pts

    Advanced

    • 2 unique interaction posts
    with classmates • One reply
    posted to each of 2
    classmates’ threads.
    • Relates topic to
    Scripture/biblical principles
    where appropriate.
    • Contains abundant citations
    from required reading,
    presentations, and 2 scholarly
    sources.

    8 to >6.0 pts

    Proficient

    • 2 unique interaction posts
    with classmates • One reply
    posted to each of 2 classmates’
    threads. • Scripture/biblical
    principles are included but
    unfocused at times. • Contains
    some citations from reading,
    presentations, and scholarly
    sources.

    6 to >0.0 pts

    Developing

    • Missing one or
    more reply posts.
    • Missing Biblical
    integration.
    • Limited
    citations from the
    required reading
    and
    presentations.

    0 pts

    Not
    Present

    10 pts

    Grammar,
    Spelling, &
    APA

    15 to >13.0 pts

    Advanced

    Minimal to no errors in
    grammar, spelling, or APA.

    13 to >11.0 pts

    Proficient

    Some errors in grammar,
    spelling, or APA.

    11 to >0.0 pts

    Developing

    Numerous errors
    in grammar,
    spelling, or APA.

    0 pts

    Not
    Present

    15 pts

    Word Count 7 to >5.0 pts

    Advanced

    Appropriate word count:
    450-500 words for thread;
    200–250 words per reply.

    5 to >3.0 pts

    Proficient

    100 words more or less than
    the required length.

    3 to >0.0 pts

    Developing

    Over 100 words
    more or less than
    the required
    length.

    0 pts

    Not
    Present

    7 pts

    Total Points: 75

    Discussion Grading Rubric

    **HerbertSimonIssandOughtsAfterSixtyYears.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/herbertsimonissandoughtsaftersixtyyears-pdf-10504545)

    **Marini-UsesLiteratureExploration-1992.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/marini-usesliteratureexploration-1992-pdf-10504541)

    **ReadFischerpp.1325.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/readfischerpp-1325-pdf)

    **ReadFischerpp.1325.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/readfischerpp-1325-pdf)

    **## DiscussionCaseStudyAssignmentInstructions.docx**

    PADM 700

    **Discussion: Case Study Assignment Instructions**

    Students will take part in 4 Discussions in which you will conduct a case study of an observed study in a public administration context. The analysis will be based upon the concepts you learned and discussed in the previous module’s essay assignment, writing 450-500 words in the initial thread. For the case study, students are welcome to cite a scholarly source, but if they do, it must not be merely a theoretical/philosophical discussion. Instead, whatever source is used for the actual case study must focus on
    _a real-world public administration situation that is being discussed and analyzed in the chosen articl_ e. Students will in turn apply concepts discussed in the previous Module: Week’s essay to analyze the situation, in addition to the required reading and presentations from the current Module: Week. Remember: it will be important to do both!

    Then, students will post replies of 200–250 words each to 2 classmates’ threads. Each reply must be unique and must integrate ideas (and citations) from the required reading. Reply comments must engage the case study observations made by classmates and must bring to light concepts from the required reading from the current Module: Week as well as additional reading. Thus, merely posting the same reply in 3 places is not sufficient and may be treated as a form of academic misconduct. The original thread must incorporate ideas and citations from all the required readings and presentations for that Module: Week in addition research from two scholarly sources. The reply posts must also integrate ideas and citations from the required readings and presentations for the Module: Week, as appropriate, and at least two scholarly sources.

    **Thread:**

    · 450-500 words

    · Ideas and citations from
    **_all_** the required reading and presentations from the Module: Week

    · Ideas and citations from two scholarly sources

    · Case Study of a real public administration situation related to the concepts discussed in the prior week.

    In this course, Discussions play an exceptionally important role. Consider these threads and replies to be formal communications on the same level as those you would conduct with employers, clients, or colleagues in the professional, political, or academic world. As such, they must be free of grammatical errors, must be properly formatted in current APA style, and must consist of well-reasoned, contemplative, and substantive posts and replies, rather than mere ipse dixit.

    Page 1 of 2

    **## DiscussionGradingRubric.pdf**

    Criteria Ratings Points

    Thread

    Content

    15 to >13.0 pts

    Advanced

    • Each question/prompt is
    answered thoroughly and
    logically. • Major points are
    stated clearly and effectively.
    • Clear, logical flow to post;
    stayed on topic.

    13 to >11.0 pts

    Proficient

    • Each question/prompt is
    answered. • Major points are
    stated clearly and effectively for
    the most part. • Clear, logical
    and focused for the most part.

    11 to >0.0 pts

    Developing

    • Not all facets
    of the
    prompt/questions
    are answered.
    • Lack of clarity,
    coherence, logic
    and focus in key
    areas.

    0 pts

    Not
    Present

    15 pts

    Thread

    Research
    Engagement

    13 to >10.0 pts

    Advanced

    • Ideas from all the required
    reading and presentations
    from the Module: Week and 2
    scholarly sources are
    integrated. • Relates topic to
    Scripture/biblical principles
    where appropriate.

    10 to >8.0 pts

    Proficient

    • Ideas from most the required
    reading and presentations from
    the Module: Week and 2
    scholarly sources are
    integrated. • Scripture/biblical
    principles are included but
    unfocused at times.

    8 to >0.0 pts

    Developing

    • Ideas from few
    of the required
    reading and
    presentations
    from the Module:
    Week and 2
    scholarly sources
    are integrated.
    • Missing Biblical
    integration.

    0 pts

    Not
    Present

    13 pts

    Reply

    Content

    15 to >13.0 pts

    Advanced

    • 2 unique interaction posts
    with classmates • One reply
    posted to each of 2
    classmates’ threads. • Moves
    the conversation forward with
    new ideas, research, and
    analysis. • Student’s response
    delivered in a thorough,
    thoughtful, and analytical
    manner with the student’s
    position clearly evident.

    13 to >11.0 pts

    Proficient

    • At least 2 unique interaction
    posts with classmates • One
    reply posted to each of 2
    classmates’ threads. • New
    ideas, research, and analysis
    are not always included.
    • Some commentary is
    repetitive from one reply to the
    next. • At times, reply posts do
    not seem to actually build upon
    classmate’s post.

    11 to >0.0 pts

    Developing

    • Missing one or
    more reply posts.
    • Reply posts
    are redundant.
    • Little in the
    way of new
    ideas, research,
    and analysis are
    not always
    included.

    0 pts

    Not
    Present

    15 pts

    Discussion Grading Rubric

    Criteria Ratings Points

    Reply

    Research
    Engagement

    10 to >8.0 pts

    Advanced

    • 2 unique interaction posts
    with classmates • One reply
    posted to each of 2
    classmates’ threads.
    • Relates topic to
    Scripture/biblical principles
    where appropriate.
    • Contains abundant citations
    from required reading,
    presentations, and 2 scholarly
    sources.

    8 to >6.0 pts

    Proficient

    • 2 unique interaction posts
    with classmates • One reply
    posted to each of 2 classmates’
    threads. • Scripture/biblical
    principles are included but
    unfocused at times. • Contains
    some citations from reading,
    presentations, and scholarly
    sources.

    6 to >0.0 pts

    Developing

    • Missing one or
    more reply posts.
    • Missing Biblical
    integration.
    • Limited
    citations from the
    required reading
    and
    presentations.

    0 pts

    Not
    Present

    10 pts

    Grammar,
    Spelling, &
    APA

    15 to >13.0 pts

    Advanced

    Minimal to no errors in
    grammar, spelling, or APA.

    13 to >11.0 pts

    Proficient

    Some errors in grammar,
    spelling, or APA.

    11 to >0.0 pts

    Developing

    Numerous errors
    in grammar,
    spelling, or APA.

    0 pts

    Not
    Present

    15 pts

    Word Count 7 to >5.0 pts

    Advanced

    Appropriate word count:
    450-500 words for thread;
    200–250 words per reply.

    5 to >3.0 pts

    Proficient

    100 words more or less than
    the required length.

    3 to >0.0 pts

    Developing

    Over 100 words
    more or less than
    the required
    length.

    0 pts

    Not
    Present

    7 pts

    Total Points: 75

    Discussion Grading Rubric

    **HerbertSimonIssandOughtsAfterSixtyYears.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/herbertsimonissandoughtsaftersixtyyears-pdf-10504545)

    **Marini-UsesLiteratureExploration-1992.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/marini-usesliteratureexploration-1992-pdf-10504541)

    **ReadFischerpp.1325.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/readfischerpp-1325-pdf)

    **## DiscussionCaseStudyAssignmentInstructions.docx**

    PADM 700

    **Discussion: Case Study Assignment Instructions**

    Students will take part in 4 Discussions in which you will conduct a case study of an observed study in a public administration context. The analysis will be based upon the concepts you learned and discussed in the previous module’s essay assignment, writing 450-500 words in the initial thread. For the case study, students are welcome to cite a scholarly source, but if they do, it must not be merely a theoretical/philosophical discussion. Instead, whatever source is used for the actual case study must focus on
    _a real-world public administration situation that is being discussed and analyzed in the chosen articl_ e. Students will in turn apply concepts discussed in the previous Module: Week’s essay to analyze the situation, in addition to the required reading and presentations from the current Module: Week. Remember: it will be important to do both!

    Then, students will post replies of 200–250 words each to 2 classmates’ threads. Each reply must be unique and must integrate ideas (and citations) from the required reading. Reply comments must engage the case study observations made by classmates and must bring to light concepts from the required reading from the current Module: Week as well as additional reading. Thus, merely posting the same reply in 3 places is not sufficient and may be treated as a form of academic misconduct. The original thread must incorporate ideas and citations from all the required readings and presentations for that Module: Week in addition research from two scholarly sources. The reply posts must also integrate ideas and citations from the required readings and presentations for the Module: Week, as appropriate, and at least two scholarly sources.

    **Thread:**

    · 450-500 words

    · Ideas and citations from
    **_all_** the required reading and presentations from the Module: Week

    · Ideas and citations from two scholarly sources

    · Case Study of a real public administration situation related to the concepts discussed in the prior week.

    In this course, Discussions play an exceptionally important role. Consider these threads and replies to be formal communications on the same level as those you would conduct with employers, clients, or colleagues in the professional, political, or academic world. As such, they must be free of grammatical errors, must be properly formatted in current APA style, and must consist of well-reasoned, contemplative, and substantive posts and replies, rather than mere ipse dixit.

    Page 1 of 2

    **## DiscussionGradingRubric.pdf**

    Criteria Ratings Points

    Thread

    Content

    15 to >13.0 pts

    Advanced

    • Each question/prompt is
    answered thoroughly and
    logically. • Major points are
    stated clearly and effectively.
    • Clear, logical flow to post;
    stayed on topic.

    13 to >11.0 pts

    Proficient

    • Each question/prompt is
    answered. • Major points are
    stated clearly and effectively for
    the most part. • Clear, logical
    and focused for the most part.

    11 to >0.0 pts

    Developing

    • Not all facets
    of the
    prompt/questions
    are answered.
    • Lack of clarity,
    coherence, logic
    and focus in key
    areas.

    0 pts

    Not
    Present

    15 pts

    Thread

    Research
    Engagement

    13 to >10.0 pts

    Advanced

    • Ideas from all the required
    reading and presentations
    from the Module: Week and 2
    scholarly sources are
    integrated. • Relates topic to
    Scripture/biblical principles
    where appropriate.

    10 to >8.0 pts

    Proficient

    • Ideas from most the required
    reading and presentations from
    the Module: Week and 2
    scholarly sources are
    integrated. • Scripture/biblical
    principles are included but
    unfocused at times.

    8 to >0.0 pts

    Developing

    • Ideas from few
    of the required
    reading and
    presentations
    from the Module:
    Week and 2
    scholarly sources
    are integrated.
    • Missing Biblical
    integration.

    0 pts

    Not
    Present

    13 pts

    Reply

    Content

    15 to >13.0 pts

    Advanced

    • 2 unique interaction posts
    with classmates • One reply
    posted to each of 2
    classmates’ threads. • Moves
    the conversation forward with
    new ideas, research, and
    analysis. • Student’s response
    delivered in a thorough,
    thoughtful, and analytical
    manner with the student’s
    position clearly evident.

    13 to >11.0 pts

    Proficient

    • At least 2 unique interaction
    posts with classmates • One
    reply posted to each of 2
    classmates’ threads. • New
    ideas, research, and analysis
    are not always included.
    • Some commentary is
    repetitive from one reply to the
    next. • At times, reply posts do
    not seem to actually build upon
    classmate’s post.

    11 to >0.0 pts

    Developing

    • Missing one or
    more reply posts.
    • Reply posts
    are redundant.
    • Little in the
    way of new
    ideas, research,
    and analysis are
    not always
    included.

    0 pts

    Not
    Present

    15 pts

    Discussion Grading Rubric

    Criteria Ratings Points

    Reply

    Research
    Engagement

    10 to >8.0 pts

    Advanced

    • 2 unique interaction posts
    with classmates • One reply
    posted to each of 2
    classmates’ threads.
    • Relates topic to
    Scripture/biblical principles
    where appropriate.
    • Contains abundant citations
    from required reading,
    presentations, and 2 scholarly
    sources.

    8 to >6.0 pts

    Proficient

    • 2 unique interaction posts
    with classmates • One reply
    posted to each of 2 classmates’
    threads. • Scripture/biblical
    principles are included but
    unfocused at times. • Contains
    some citations from reading,
    presentations, and scholarly
    sources.

    6 to >0.0 pts

    Developing

    • Missing one or
    more reply posts.
    • Missing Biblical
    integration.
    • Limited
    citations from the
    required reading
    and
    presentations.

    0 pts

    Not
    Present

    10 pts

    Grammar,
    Spelling, &
    APA

    15 to >13.0 pts

    Advanced

    Minimal to no errors in
    grammar, spelling, or APA.

    13 to >11.0 pts

    Proficient

    Some errors in grammar,
    spelling, or APA.

    11 to >0.0 pts

    Developing

    Numerous errors
    in grammar,
    spelling, or APA.

    0 pts

    Not
    Present

    15 pts

    Word Count 7 to >5.0 pts

    Advanced

    Appropriate word count:
    450-500 words for thread;
    200–250 words per reply.

    5 to >3.0 pts

    Proficient

    100 words more or less than
    the required length.

    3 to >0.0 pts

    Developing

    Over 100 words
    more or less than
    the required
    length.

    0 pts

    Not
    Present

    7 pts

    Total Points: 75

    Discussion Grading Rubric

    **HerbertSimonIssandOughtsAfterSixtyYears.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/herbertsimonissandoughtsaftersixtyyears-pdf-10504545)

    **Marini-UsesLiteratureExploration-1992.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/marini-usesliteratureexploration-1992-pdf-10504541)

    **ReadFischerpp.1325.pdf**

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  • [Solved] DB Response WK5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) See attached. **files (3)** – ## DiscussionAssignmentInstructions.doc – ## DiscussionThreadWK5.docx – ## CourtneyMorrisWK5.docx **## DiscussionAssignmentInstructions.doc** [removed] **## DiscussionThreadWK5.docx** **Discussi…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    See attached.

    **files (3)**

    – ## DiscussionAssignmentInstructions.doc

    – ## DiscussionThreadWK5.docx

    – ## CourtneyMorrisWK5.docx

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## DiscussionThreadWK5.docx**

    **Discussion Thread: Investigating Violent Crime**

    A convenience store is robbed by a white male approximately 21 years old who was wearing a Liberty University baseball cap and t-shirt. The victim cashier’s description is consistent with the store’s poor quality security camera image. The store’s security camera image does not add or detract anything from the victim’s statement.

    Two days after the robbery, a local police officer observed a vehicle in the vicinity of the convenience store which displayed a Liberty University student parking sticker. The officer stopped the vehicle and asked the student to produce a driver’s license. The student’s physical description and clothing matched that of the robber. The student claimed that he was shooting “hoops” alone on Liberty University's campus at the time of the robbery. After identifying the driver as John Smith, the patrol officer released the driver. A photograph of John Smith was obtained and entered into a photo array that was shown to the victim cashier. The victim cashier identified Smith as the robber.

    Solely based on the fact pattern of this fictional incident, please provide an answer and an explanation of your answer to the following question. Your answer must not incorporate any additional information to the fact pattern, but it may incorporate references to case law. Do you believe law enforcement has probable cause to obtain an arrest warrant for Smith? Integrate a Christian worldview perspective to support your discussion.

    **## CourtneyMorrisWK5.docx**

    Courtney Morris

    In this situation, the main question is whether police have enough probable cause to get an arrest warrant for John Smith. The Constitution says probable cause exists if, considering all the facts, reliable information would make a reasonable person believe the suspect committed the crime (Illinois v. Gates, 1983). Probable cause does not require proof beyond a reasonable doubt; it only needs a fair chance that the person committed the crime.

    In this case, the cashier described the robber, and that description matched what was seen in the store’s security footage. The footage was low quality, so it did not make the victim’s account stronger or weaker, but it did not contradict it. Two days later, an officer saw Smith near the scene of the crime. Smith looked like the suspect and wore similar clothes, and he had a Liberty University parking sticker. Most importantly, the victim picked Smith out of a photo lineup. Courts have said that a victim’s identification, as long as it is not suggestive and is considered with all the facts, can be enough for probable cause (Neil v. Biggers, 1972).

    Research shows that eyewitness testimony can be affected by different factors that influence how reliable it is. For example, Maras et al. (2026) point out that how jurors see and understand testimony can change its impact, so it is important to have good procedures in place. Still, just because mistakes are possible does not mean there is no probable cause, as long as the identification process was proper. In this case, there is no sign that the photo lineup was suggestive or violated any rights.

    From a Christian perspective, Romans 13:1–4 teaches that civil authorities are meant to promote justice and prevent wrongdoing. This means police have both a legal and moral responsibility to act when there is credible evidence. At the same time, the Bible calls for fairness and impartiality (Proverbs 18:5). Asking a judge for an arrest warrant shows respect for due process and fits with biblical values of justice and fairness.

    Based on the facts given, the positive eyewitness identification, along with matching descriptions and Smith’s presence near the scene, likely gives police enough probable cause to get an arrest warrant under the totality-of-the-circumstances standard.

    **## CourtneyMorrisWK5.docx**

    Courtney Morris

    In this situation, the main question is whether police have enough probable cause to get an arrest warrant for John Smith. The Constitution says probable cause exists if, considering all the facts, reliable information would make a reasonable person believe the suspect committed the crime (Illinois v. Gates, 1983). Probable cause does not require proof beyond a reasonable doubt; it only needs a fair chance that the person committed the crime.

    In this case, the cashier described the robber, and that description matched what was seen in the store’s security footage. The footage was low quality, so it did not make the victim’s account stronger or weaker, but it did not contradict it. Two days later, an officer saw Smith near the scene of the crime. Smith looked like the suspect and wore similar clothes, and he had a Liberty University parking sticker. Most importantly, the victim picked Smith out of a photo lineup. Courts have said that a victim’s identification, as long as it is not suggestive and is considered with all the facts, can be enough for probable cause (Neil v. Biggers, 1972).

    Research shows that eyewitness testimony can be affected by different factors that influence how reliable it is. For example, Maras et al. (2026) point out that how jurors see and understand testimony can change its impact, so it is important to have good procedures in place. Still, just because mistakes are possible does not mean there is no probable cause, as long as the identification process was proper. In this case, there is no sign that the photo lineup was suggestive or violated any rights.

    From a Christian perspective, Romans 13:1–4 teaches that civil authorities are meant to promote justice and prevent wrongdoing. This means police have both a legal and moral responsibility to act when there is credible evidence. At the same time, the Bible calls for fairness and impartiality (Proverbs 18:5). Asking a judge for an arrest warrant shows respect for due process and fits with biblical values of justice and fairness.

    Based on the facts given, the positive eyewitness identification, along with matching descriptions and Smith’s presence near the scene, likely gives police enough probable cause to get an arrest warrant under the totality-of-the-circumstances standard.

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## DiscussionThreadWK5.docx**

    **Discussion Thread: Investigating Violent Crime**

    A convenience store is robbed by a white male approximately 21 years old who was wearing a Liberty University baseball cap and t-shirt. The victim cashier’s description is consistent with the store’s poor quality security camera image. The store’s security camera image does not add or detract anything from the victim’s statement.

    Two days after the robbery, a local police officer observed a vehicle in the vicinity of the convenience store which displayed a Liberty University student parking sticker. The officer stopped the vehicle and asked the student to produce a driver’s license. The student’s physical description and clothing matched that of the robber. The student claimed that he was shooting “hoops” alone on Liberty University's campus at the time of the robbery. After identifying the driver as John Smith, the patrol officer released the driver. A photograph of John Smith was obtained and entered into a photo array that was shown to the victim cashier. The victim cashier identified Smith as the robber.

    Solely based on the fact pattern of this fictional incident, please provide an answer and an explanation of your answer to the following question. Your answer must not incorporate any additional information to the fact pattern, but it may incorporate references to case law. Do you believe law enforcement has probable cause to obtain an arrest warrant for Smith? Integrate a Christian worldview perspective to support your discussion.

    **## CourtneyMorrisWK5.docx**

    Courtney Morris

    In this situation, the main question is whether police have enough probable cause to get an arrest warrant for John Smith. The Constitution says probable cause exists if, considering all the facts, reliable information would make a reasonable person believe the suspect committed the crime (Illinois v. Gates, 1983). Probable cause does not require proof beyond a reasonable doubt; it only needs a fair chance that the person committed the crime.

    In this case, the cashier described the robber, and that description matched what was seen in the store’s security footage. The footage was low quality, so it did not make the victim’s account stronger or weaker, but it did not contradict it. Two days later, an officer saw Smith near the scene of the crime. Smith looked like the suspect and wore similar clothes, and he had a Liberty University parking sticker. Most importantly, the victim picked Smith out of a photo lineup. Courts have said that a victim’s identification, as long as it is not suggestive and is considered with all the facts, can be enough for probable cause (Neil v. Biggers, 1972).

    Research shows that eyewitness testimony can be affected by different factors that influence how reliable it is. For example, Maras et al. (2026) point out that how jurors see and understand testimony can change its impact, so it is important to have good procedures in place. Still, just because mistakes are possible does not mean there is no probable cause, as long as the identification process was proper. In this case, there is no sign that the photo lineup was suggestive or violated any rights.

    From a Christian perspective, Romans 13:1–4 teaches that civil authorities are meant to promote justice and prevent wrongdoing. This means police have both a legal and moral responsibility to act when there is credible evidence. At the same time, the Bible calls for fairness and impartiality (Proverbs 18:5). Asking a judge for an arrest warrant shows respect for due process and fits with biblical values of justice and fairness.

    Based on the facts given, the positive eyewitness identification, along with matching descriptions and Smith’s presence near the scene, likely gives police enough probable cause to get an arrest warrant under the totality-of-the-circumstances standard.

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## DiscussionThreadWK5.docx**

    **Discussion Thread: Investigating Violent Crime**

    A convenience store is robbed by a white male approximately 21 years old who was wearing a Liberty University baseball cap and t-shirt. The victim cashier’s description is consistent with the store’s poor quality security camera image. The store’s security camera image does not add or detract anything from the victim’s statement.

    Two days after the robbery, a local police officer observed a vehicle in the vicinity of the convenience store which displayed a Liberty University student parking sticker. The officer stopped the vehicle and asked the student to produce a driver’s license. The student’s physical description and clothing matched that of the robber. The student claimed that he was shooting “hoops” alone on Liberty University's campus at the time of the robbery. After identifying the driver as John Smith, the patrol officer released the driver. A photograph of John Smith was obtained and entered into a photo array that was shown to the victim cashier. The victim cashier identified Smith as the robber.

    Solely based on the fact pattern of this fictional incident, please provide an answer and an explanation of your answer to the following question. Your answer must not incorporate any additional information to the fact pattern, but it may incorporate references to case law. Do you believe law enforcement has probable cause to obtain an arrest warrant for Smith? Integrate a Christian worldview perspective to support your discussion.

    **## CourtneyMorrisWK5.docx**

    Courtney Morris

    In this situation, the main question is whether police have enough probable cause to get an arrest warrant for John Smith. The Constitution says probable cause exists if, considering all the facts, reliable information would make a reasonable person believe the suspect committed the crime (Illinois v. Gates, 1983). Probable cause does not require proof beyond a reasonable doubt; it only needs a fair chance that the person committed the crime.

    In this case, the cashier described the robber, and that description matched what was seen in the store’s security footage. The footage was low quality, so it did not make the victim’s account stronger or weaker, but it did not contradict it. Two days later, an officer saw Smith near the scene of the crime. Smith looked like the suspect and wore similar clothes, and he had a Liberty University parking sticker. Most importantly, the victim picked Smith out of a photo lineup. Courts have said that a victim’s identification, as long as it is not suggestive and is considered with all the facts, can be enough for probable cause (Neil v. Biggers, 1972).

    Research shows that eyewitness testimony can be affected by different factors that influence how reliable it is. For example, Maras et al. (2026) point out that how jurors see and understand testimony can change its impact, so it is important to have good procedures in place. Still, just because mistakes are possible does not mean there is no probable cause, as long as the identification process was proper. In this case, there is no sign that the photo lineup was suggestive or violated any rights.

    From a Christian perspective, Romans 13:1–4 teaches that civil authorities are meant to promote justice and prevent wrongdoing. This means police have both a legal and moral responsibility to act when there is credible evidence. At the same time, the Bible calls for fairness and impartiality (Proverbs 18:5). Asking a judge for an arrest warrant shows respect for due process and fits with biblical values of justice and fairness.

    Based on the facts given, the positive eyewitness identification, along with matching descriptions and Smith’s presence near the scene, likely gives police enough probable cause to get an arrest warrant under the totality-of-the-circumstances standard.

  • [Solved] CJ 406 Project Three

    ✓ Verified Academic Solution Available

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file below. **files (2)** – ## CJ406ProjectThreeTemplate.pptx – ## ProjectThreeGuidelinesandRubric.html2.zip **## CJ406ProjectThreeTemplate.pptx** The Case of [Insert Case Title] and the Media By: [Y…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Please see the attached file below.

    **files (2)**

    – ## CJ406ProjectThreeTemplate.pptx

    – ## ProjectThreeGuidelinesandRubric.html2.zip

    **## CJ406ProjectThreeTemplate.pptx**

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    **## ProjectThreeGuidelinesandRubric.html2.zip**

    ## Project Three Guidelines and Rubric.html

    ## CJ 406 Project Three Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze the influence of the media on the field of criminal justice

    ### Scenario

    Responsible reporting and fact checking are at the heart of being a journalist. However, understanding key concepts of criminal cases provides insights that can assist to enhance reporting. To cultivate fundamental knowledge about an array of professions that intersect with various media platforms, a local school of journalism created a 2-day professional workshop for licensed and aspiring journalists. As the Public Information Officer (PIO) for a large police department, you have been invited to present this workshop to the journalists. Your presentation will incorporate a review of a court case that was covered by the media. You will review how the media covered key concepts in the case and if the media’s reporting had an impact on the roles of the criminal justice professionals involved and practices related to the case. The goal of this workshop is to provide journalists with an example of how their role in the media can impact the criminal justice field.

    ### Directions

    In this assignment, you will choose a criminal case and analyze how the media impacted it. You will then create a presentation that describes the case, the main issue in the case that was sensationalized by the media, and how the media may have had an impact on criminal justice professionals and practices, along with the public’s perception. Choose one of the following criminal cases to focus on:

    – William R. Horton
    – Pamela Smart
    – Dominic Cinelli

    The following required elements should be included:

    1. In 75-100 words, craft a brief summary of a criminal case in which the media had an impact.

    1. Describe the pertinent facts and legal points of the case.
    2. Describe who was involved and where the case took place.
    2. In 100-150 words, describe at least one main issue in the case that the media focused on. Consider the following in your description:

    1. Is it a discretion issue or a societal issue?
    2. Why was this the main issue?
    3. In 100-150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified. Consider the following in your description:

    1. Whose roles and actions were questioned by the media?
    2. How were the roles and actions directly related to the issue identified?
    4. In 100-150 words, explain if and how criminal justice practices have adapted as a result of the media’s involvement in the case. Consider the following in your explanation:

    1. If they have adapted, how?
    2. If they have not adapted, why do you think this is?
    5. In 100-150 words, explain how the media may have influenced the public’s perception.

    1. Describe any actions by the public that may have been a result of the media’s influence.
    2. Explain the role the media may have played in the public’s perception of the criminal justice professionals involved in the case and/or practices related to the case.

    ### What to Submit

    To complete this project, you must submit the following:

    Media Influence on a Criminal Case Presentation
    For this assignment, create a presentation on the media’s impact on the criminal case chosen. Sources should be cited according to APA style.

    An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project Three Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Template.pptx) (optional)
    Although this template is not required to complete your project, you may find it helpful.

    Document:
    [Case Resources PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Case%20Resources.pdf)
    This document will provide resources for the case you choose for this project. You may need to conduct additional research to address all required elements.

    ### Project Three Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Description of Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Crafts a brief summary of a criminal case in which the media had an impact | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification crafting a brief summary of a criminal case in which the media had an impact | Does not attempt criterion | 10 |
    | Main Issue in Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes at least one main issue in case that the media focused on | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing at least one main issue in case that the media focused on | Does not attempt criterion | 18 |
    | Media and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Does not attempt criterion | 18 |
    | Media and Criminal Justice Practices | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Does not attempt criterion | 18 |
    | Media and the Public | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how the media may have impacted the public’s perception of the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how the media may have impacted the public’s perception of the case | Does not attempt criterion | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 406 Project Three Template.pptx

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    ## Course Documents/CJ 406 Project Three Case Resources.pdf

    CJ 406 Contemporary Issues in Criminal Justice

    Project Three Case Resources

    The following resources provide background information regarding each case. You may need to conduct

    additional research to address all required elements in the project. Remember you are focusing on one

    case to complete this project.

    William R. Horton

    ● Reading: Willie Horton Revisited

    ● Reading: Prison Furloughs in Massachusetts Threaten Dukakis Record on Crime

    ● Reading: Horton Case Linked Newspaper and President

    ● Video: C-SPAN Cities Tour – Augusta: Willie Horton (3:45)

    A transcript of the video is available: Transcript for C-Span Cities Tour – Augusta: Willie Horton

    Pamela Smart

    ● Reading: Pamela Ann (Wojas) Smart

    ● Reading: The Pam Smart Case – Ten Years Later

    ● Reading: State Will Fight Flynn’s Request for Early Release

    ● Reading: Greg Smart Killer Apologizes

    ● Reading: From New Kid on the Block to Trigger-Man

    ● Video: Raw Video: Billy Flynn Parole Hearing (24:49)

    A transcript of the video is available: Transcript for Raw Video: Billy Flynn Parole Hearing

    ● Video: Pamela Smart on Flynn’s Parole: ‘I Don't Have That Chance’ (3:04)

    Dominic Cinelli

    ● Reading: Massachusetts Killing Shines Light on State Parole Boards

    ● Reading: ’09 Parole of Officer’s Killer Gets Hard Look

    ● Reading: Gov. Deval Patrick Cleans House at Parole Board in Response to the Killing of Woburn

    Police Officer John Maguire

    ● Video: Exclusive Video From Cinelli’s Parole Board Hearing (2:26)

    A transcript of the video is available: Transcript for Exclusive Video From Cinelli’s Parole Board

    Hearing

    [https://www.themarshallproject.org/2015/05/13/willie-horton-revisited](https://www.themarshallproject.org/2015/05/13/willie-horton-revisited)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html](https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html)

    [https://www.youtube.com/watch?v=27xWcR9do1s](https://www.youtube.com/watch?v=27xWcR9do1s)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161)

    [https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm](https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm](https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm)

    [https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm](https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm)

    [https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm](https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm)

    [https://www.youtube.com/watch?v=ZOLiE3G4DYU](https://www.youtube.com/watch?v=ZOLiE3G4DYU)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162)

    [https://www.youtube.com/watch?v=t8ULUye7LSM](https://www.youtube.com/watch?v=t8ULUye7LSM)

    [https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards](https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards)

    [http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full](http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://youtu.be/5FiKhXp9nU8](https://youtu.be/5FiKhXp9nU8)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    **## ProjectThreeGuidelinesandRubric.html2.zip**

    ## Project Three Guidelines and Rubric.html

    ## CJ 406 Project Three Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze the influence of the media on the field of criminal justice

    ### Scenario

    Responsible reporting and fact checking are at the heart of being a journalist. However, understanding key concepts of criminal cases provides insights that can assist to enhance reporting. To cultivate fundamental knowledge about an array of professions that intersect with various media platforms, a local school of journalism created a 2-day professional workshop for licensed and aspiring journalists. As the Public Information Officer (PIO) for a large police department, you have been invited to present this workshop to the journalists. Your presentation will incorporate a review of a court case that was covered by the media. You will review how the media covered key concepts in the case and if the media’s reporting had an impact on the roles of the criminal justice professionals involved and practices related to the case. The goal of this workshop is to provide journalists with an example of how their role in the media can impact the criminal justice field.

    ### Directions

    In this assignment, you will choose a criminal case and analyze how the media impacted it. You will then create a presentation that describes the case, the main issue in the case that was sensationalized by the media, and how the media may have had an impact on criminal justice professionals and practices, along with the public’s perception. Choose one of the following criminal cases to focus on:

    – William R. Horton
    – Pamela Smart
    – Dominic Cinelli

    The following required elements should be included:

    1. In 75-100 words, craft a brief summary of a criminal case in which the media had an impact.

    1. Describe the pertinent facts and legal points of the case.
    2. Describe who was involved and where the case took place.
    2. In 100-150 words, describe at least one main issue in the case that the media focused on. Consider the following in your description:

    1. Is it a discretion issue or a societal issue?
    2. Why was this the main issue?
    3. In 100-150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified. Consider the following in your description:

    1. Whose roles and actions were questioned by the media?
    2. How were the roles and actions directly related to the issue identified?
    4. In 100-150 words, explain if and how criminal justice practices have adapted as a result of the media’s involvement in the case. Consider the following in your explanation:

    1. If they have adapted, how?
    2. If they have not adapted, why do you think this is?
    5. In 100-150 words, explain how the media may have influenced the public’s perception.

    1. Describe any actions by the public that may have been a result of the media’s influence.
    2. Explain the role the media may have played in the public’s perception of the criminal justice professionals involved in the case and/or practices related to the case.

    ### What to Submit

    To complete this project, you must submit the following:

    Media Influence on a Criminal Case Presentation
    For this assignment, create a presentation on the media’s impact on the criminal case chosen. Sources should be cited according to APA style.

    An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project Three Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Template.pptx) (optional)
    Although this template is not required to complete your project, you may find it helpful.

    Document:
    [Case Resources PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Case%20Resources.pdf)
    This document will provide resources for the case you choose for this project. You may need to conduct additional research to address all required elements.

    ### Project Three Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Description of Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Crafts a brief summary of a criminal case in which the media had an impact | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification crafting a brief summary of a criminal case in which the media had an impact | Does not attempt criterion | 10 |
    | Main Issue in Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes at least one main issue in case that the media focused on | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing at least one main issue in case that the media focused on | Does not attempt criterion | 18 |
    | Media and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Does not attempt criterion | 18 |
    | Media and Criminal Justice Practices | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Does not attempt criterion | 18 |
    | Media and the Public | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how the media may have impacted the public’s perception of the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how the media may have impacted the public’s perception of the case | Does not attempt criterion | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 406 Project Three Template.pptx

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    ## Course Documents/CJ 406 Project Three Case Resources.pdf

    CJ 406 Contemporary Issues in Criminal Justice

    Project Three Case Resources

    The following resources provide background information regarding each case. You may need to conduct

    additional research to address all required elements in the project. Remember you are focusing on one

    case to complete this project.

    William R. Horton

    ● Reading: Willie Horton Revisited

    ● Reading: Prison Furloughs in Massachusetts Threaten Dukakis Record on Crime

    ● Reading: Horton Case Linked Newspaper and President

    ● Video: C-SPAN Cities Tour – Augusta: Willie Horton (3:45)

    A transcript of the video is available: Transcript for C-Span Cities Tour – Augusta: Willie Horton

    Pamela Smart

    ● Reading: Pamela Ann (Wojas) Smart

    ● Reading: The Pam Smart Case – Ten Years Later

    ● Reading: State Will Fight Flynn’s Request for Early Release

    ● Reading: Greg Smart Killer Apologizes

    ● Reading: From New Kid on the Block to Trigger-Man

    ● Video: Raw Video: Billy Flynn Parole Hearing (24:49)

    A transcript of the video is available: Transcript for Raw Video: Billy Flynn Parole Hearing

    ● Video: Pamela Smart on Flynn’s Parole: ‘I Don't Have That Chance’ (3:04)

    Dominic Cinelli

    ● Reading: Massachusetts Killing Shines Light on State Parole Boards

    ● Reading: ’09 Parole of Officer’s Killer Gets Hard Look

    ● Reading: Gov. Deval Patrick Cleans House at Parole Board in Response to the Killing of Woburn

    Police Officer John Maguire

    ● Video: Exclusive Video From Cinelli’s Parole Board Hearing (2:26)

    A transcript of the video is available: Transcript for Exclusive Video From Cinelli’s Parole Board

    Hearing

    [https://www.themarshallproject.org/2015/05/13/willie-horton-revisited](https://www.themarshallproject.org/2015/05/13/willie-horton-revisited)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html](https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html)

    [https://www.youtube.com/watch?v=27xWcR9do1s](https://www.youtube.com/watch?v=27xWcR9do1s)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161)

    [https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm](https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm](https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm)

    [https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm](https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm)

    [https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm](https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm)

    [https://www.youtube.com/watch?v=ZOLiE3G4DYU](https://www.youtube.com/watch?v=ZOLiE3G4DYU)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162)

    [https://www.youtube.com/watch?v=t8ULUye7LSM](https://www.youtube.com/watch?v=t8ULUye7LSM)

    [https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards](https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards)

    [http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full](http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://youtu.be/5FiKhXp9nU8](https://youtu.be/5FiKhXp9nU8)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    **## CJ406ProjectThreeTemplate.pptx**

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    **## ProjectThreeGuidelinesandRubric.html2.zip**

    ## Project Three Guidelines and Rubric.html

    ## CJ 406 Project Three Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze the influence of the media on the field of criminal justice

    ### Scenario

    Responsible reporting and fact checking are at the heart of being a journalist. However, understanding key concepts of criminal cases provides insights that can assist to enhance reporting. To cultivate fundamental knowledge about an array of professions that intersect with various media platforms, a local school of journalism created a 2-day professional workshop for licensed and aspiring journalists. As the Public Information Officer (PIO) for a large police department, you have been invited to present this workshop to the journalists. Your presentation will incorporate a review of a court case that was covered by the media. You will review how the media covered key concepts in the case and if the media’s reporting had an impact on the roles of the criminal justice professionals involved and practices related to the case. The goal of this workshop is to provide journalists with an example of how their role in the media can impact the criminal justice field.

    ### Directions

    In this assignment, you will choose a criminal case and analyze how the media impacted it. You will then create a presentation that describes the case, the main issue in the case that was sensationalized by the media, and how the media may have had an impact on criminal justice professionals and practices, along with the public’s perception. Choose one of the following criminal cases to focus on:

    – William R. Horton
    – Pamela Smart
    – Dominic Cinelli

    The following required elements should be included:

    1. In 75-100 words, craft a brief summary of a criminal case in which the media had an impact.

    1. Describe the pertinent facts and legal points of the case.
    2. Describe who was involved and where the case took place.
    2. In 100-150 words, describe at least one main issue in the case that the media focused on. Consider the following in your description:

    1. Is it a discretion issue or a societal issue?
    2. Why was this the main issue?
    3. In 100-150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified. Consider the following in your description:

    1. Whose roles and actions were questioned by the media?
    2. How were the roles and actions directly related to the issue identified?
    4. In 100-150 words, explain if and how criminal justice practices have adapted as a result of the media’s involvement in the case. Consider the following in your explanation:

    1. If they have adapted, how?
    2. If they have not adapted, why do you think this is?
    5. In 100-150 words, explain how the media may have influenced the public’s perception.

    1. Describe any actions by the public that may have been a result of the media’s influence.
    2. Explain the role the media may have played in the public’s perception of the criminal justice professionals involved in the case and/or practices related to the case.

    ### What to Submit

    To complete this project, you must submit the following:

    Media Influence on a Criminal Case Presentation
    For this assignment, create a presentation on the media’s impact on the criminal case chosen. Sources should be cited according to APA style.

    An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project Three Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Template.pptx) (optional)
    Although this template is not required to complete your project, you may find it helpful.

    Document:
    [Case Resources PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Case%20Resources.pdf)
    This document will provide resources for the case you choose for this project. You may need to conduct additional research to address all required elements.

    ### Project Three Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Description of Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Crafts a brief summary of a criminal case in which the media had an impact | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification crafting a brief summary of a criminal case in which the media had an impact | Does not attempt criterion | 10 |
    | Main Issue in Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes at least one main issue in case that the media focused on | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing at least one main issue in case that the media focused on | Does not attempt criterion | 18 |
    | Media and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Does not attempt criterion | 18 |
    | Media and Criminal Justice Practices | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Does not attempt criterion | 18 |
    | Media and the Public | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how the media may have impacted the public’s perception of the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how the media may have impacted the public’s perception of the case | Does not attempt criterion | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 406 Project Three Template.pptx

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    ## Course Documents/CJ 406 Project Three Case Resources.pdf

    CJ 406 Contemporary Issues in Criminal Justice

    Project Three Case Resources

    The following resources provide background information regarding each case. You may need to conduct

    additional research to address all required elements in the project. Remember you are focusing on one

    case to complete this project.

    William R. Horton

    ● Reading: Willie Horton Revisited

    ● Reading: Prison Furloughs in Massachusetts Threaten Dukakis Record on Crime

    ● Reading: Horton Case Linked Newspaper and President

    ● Video: C-SPAN Cities Tour – Augusta: Willie Horton (3:45)

    A transcript of the video is available: Transcript for C-Span Cities Tour – Augusta: Willie Horton

    Pamela Smart

    ● Reading: Pamela Ann (Wojas) Smart

    ● Reading: The Pam Smart Case – Ten Years Later

    ● Reading: State Will Fight Flynn’s Request for Early Release

    ● Reading: Greg Smart Killer Apologizes

    ● Reading: From New Kid on the Block to Trigger-Man

    ● Video: Raw Video: Billy Flynn Parole Hearing (24:49)

    A transcript of the video is available: Transcript for Raw Video: Billy Flynn Parole Hearing

    ● Video: Pamela Smart on Flynn’s Parole: ‘I Don't Have That Chance’ (3:04)

    Dominic Cinelli

    ● Reading: Massachusetts Killing Shines Light on State Parole Boards

    ● Reading: ’09 Parole of Officer’s Killer Gets Hard Look

    ● Reading: Gov. Deval Patrick Cleans House at Parole Board in Response to the Killing of Woburn

    Police Officer John Maguire

    ● Video: Exclusive Video From Cinelli’s Parole Board Hearing (2:26)

    A transcript of the video is available: Transcript for Exclusive Video From Cinelli’s Parole Board

    Hearing

    [https://www.themarshallproject.org/2015/05/13/willie-horton-revisited](https://www.themarshallproject.org/2015/05/13/willie-horton-revisited)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html](https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html)

    [https://www.youtube.com/watch?v=27xWcR9do1s](https://www.youtube.com/watch?v=27xWcR9do1s)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161)

    [https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm](https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm](https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm)

    [https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm](https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm)

    [https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm](https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm)

    [https://www.youtube.com/watch?v=ZOLiE3G4DYU](https://www.youtube.com/watch?v=ZOLiE3G4DYU)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162)

    [https://www.youtube.com/watch?v=t8ULUye7LSM](https://www.youtube.com/watch?v=t8ULUye7LSM)

    [https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards](https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards)

    [http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full](http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://youtu.be/5FiKhXp9nU8](https://youtu.be/5FiKhXp9nU8)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    **## CJ406ProjectThreeTemplate.pptx**

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    **## ProjectThreeGuidelinesandRubric.html2.zip**

    ## Project Three Guidelines and Rubric.html

    ## CJ 406 Project Three Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze the influence of the media on the field of criminal justice

    ### Scenario

    Responsible reporting and fact checking are at the heart of being a journalist. However, understanding key concepts of criminal cases provides insights that can assist to enhance reporting. To cultivate fundamental knowledge about an array of professions that intersect with various media platforms, a local school of journalism created a 2-day professional workshop for licensed and aspiring journalists. As the Public Information Officer (PIO) for a large police department, you have been invited to present this workshop to the journalists. Your presentation will incorporate a review of a court case that was covered by the media. You will review how the media covered key concepts in the case and if the media’s reporting had an impact on the roles of the criminal justice professionals involved and practices related to the case. The goal of this workshop is to provide journalists with an example of how their role in the media can impact the criminal justice field.

    ### Directions

    In this assignment, you will choose a criminal case and analyze how the media impacted it. You will then create a presentation that describes the case, the main issue in the case that was sensationalized by the media, and how the media may have had an impact on criminal justice professionals and practices, along with the public’s perception. Choose one of the following criminal cases to focus on:

    – William R. Horton
    – Pamela Smart
    – Dominic Cinelli

    The following required elements should be included:

    1. In 75-100 words, craft a brief summary of a criminal case in which the media had an impact.

    1. Describe the pertinent facts and legal points of the case.
    2. Describe who was involved and where the case took place.
    2. In 100-150 words, describe at least one main issue in the case that the media focused on. Consider the following in your description:

    1. Is it a discretion issue or a societal issue?
    2. Why was this the main issue?
    3. In 100-150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified. Consider the following in your description:

    1. Whose roles and actions were questioned by the media?
    2. How were the roles and actions directly related to the issue identified?
    4. In 100-150 words, explain if and how criminal justice practices have adapted as a result of the media’s involvement in the case. Consider the following in your explanation:

    1. If they have adapted, how?
    2. If they have not adapted, why do you think this is?
    5. In 100-150 words, explain how the media may have influenced the public’s perception.

    1. Describe any actions by the public that may have been a result of the media’s influence.
    2. Explain the role the media may have played in the public’s perception of the criminal justice professionals involved in the case and/or practices related to the case.

    ### What to Submit

    To complete this project, you must submit the following:

    Media Influence on a Criminal Case Presentation
    For this assignment, create a presentation on the media’s impact on the criminal case chosen. Sources should be cited according to APA style.

    An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project Three Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Template.pptx) (optional)
    Although this template is not required to complete your project, you may find it helpful.

    Document:
    [Case Resources PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20406%20Project%20Three%20Case%20Resources.pdf)
    This document will provide resources for the case you choose for this project. You may need to conduct additional research to address all required elements.

    ### Project Three Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Description of Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Crafts a brief summary of a criminal case in which the media had an impact | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification crafting a brief summary of a criminal case in which the media had an impact | Does not attempt criterion | 10 |
    | Main Issue in Case | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes at least one main issue in case that the media focused on | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing at least one main issue in case that the media focused on | Does not attempt criterion | 18 |
    | Media and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified | Does not attempt criterion | 18 |
    | Media and Criminal Justice Practices | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case | Does not attempt criterion | 18 |
    | Media and the Public | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how the media may have impacted the public’s perception of the case | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how the media may have impacted the public’s perception of the case | Does not attempt criterion | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 406 Project Three Template.pptx

    The Case of [Insert Case Title] and the Media

    By: [Your Name]

    About the Case

    [In 75 to 100 words, craft a brief summary of the criminal case in which the media had an impact.]

    Main Issue

    [In 100 to 150 words, describe at least one main issue that the media focused on in the case.]

    The Media and Criminal Justice Professionals

    [In 100 to 150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified.]

    The Media and Criminal Justice Practices

    [In 100 to 150 words, explain if and how criminal justice practices have been adapted as a result of the media’s involvement in the case.]

    The Media and the Public

    [In 100 to 150 words, explain how the media may have influenced the public’s perception.]

    Resources

    [Cite any resources used in APA format here.]

    ## image1.jpeg

    ## Course Documents/CJ 406 Project Three Case Resources.pdf

    CJ 406 Contemporary Issues in Criminal Justice

    Project Three Case Resources

    The following resources provide background information regarding each case. You may need to conduct

    additional research to address all required elements in the project. Remember you are focusing on one

    case to complete this project.

    William R. Horton

    ● Reading: Willie Horton Revisited

    ● Reading: Prison Furloughs in Massachusetts Threaten Dukakis Record on Crime

    ● Reading: Horton Case Linked Newspaper and President

    ● Video: C-SPAN Cities Tour – Augusta: Willie Horton (3:45)

    A transcript of the video is available: Transcript for C-Span Cities Tour – Augusta: Willie Horton

    Pamela Smart

    ● Reading: Pamela Ann (Wojas) Smart

    ● Reading: The Pam Smart Case – Ten Years Later

    ● Reading: State Will Fight Flynn’s Request for Early Release

    ● Reading: Greg Smart Killer Apologizes

    ● Reading: From New Kid on the Block to Trigger-Man

    ● Video: Raw Video: Billy Flynn Parole Hearing (24:49)

    A transcript of the video is available: Transcript for Raw Video: Billy Flynn Parole Hearing

    ● Video: Pamela Smart on Flynn’s Parole: ‘I Don't Have That Chance’ (3:04)

    Dominic Cinelli

    ● Reading: Massachusetts Killing Shines Light on State Parole Boards

    ● Reading: ’09 Parole of Officer’s Killer Gets Hard Look

    ● Reading: Gov. Deval Patrick Cleans House at Parole Board in Response to the Killing of Woburn

    Police Officer John Maguire

    ● Video: Exclusive Video From Cinelli’s Parole Board Hearing (2:26)

    A transcript of the video is available: Transcript for Exclusive Video From Cinelli’s Parole Board

    Hearing

    [https://www.themarshallproject.org/2015/05/13/willie-horton-revisited](https://www.themarshallproject.org/2015/05/13/willie-horton-revisited)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d](https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/results?vid=0&sid=6ab91063-4cb4-4bda-bc24-8490ef37ac8a%40redis&bquery=Prison%2BFurloughs%2Bin%2BMassachusetts%2BThreaten%2BDukakis%2BRecord%2Bon%2BCrime&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPUFuZCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d)

    [https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html](https://www.eagletribune.com/news/merrimack_valley/horton-case-linked-newspaper-and-president/article_9d153aa5-bc8e-573d-9521-a9dd65f4db1f.html)

    [https://www.youtube.com/watch?v=27xWcR9do1s](https://www.youtube.com/watch?v=27xWcR9do1s)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25161)

    [https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm](https://web.archive.org/web/20210124021547/https:/hampton.lib.nh.us/hampton/biog/pamsmart/index.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm](https://web.archive.org/web/20210116214108/http:/www.hampton.lib.nh.us/hampton/biog/pamsmart/pamsmart10.htm)

    [https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm](https://web.archive.org/web/20201001042909/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20071214aHU.htm)

    [https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm](https://web.archive.org/web/20201001041135/https:/hampton.lib.nh.us/hampton/biog/pamsmart/20080126FDD.htm)

    [https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm](https://web.archive.org/web/20181024025755/https:/hampton.lib.nh.us/hampton/biog/pamsmart/equinox2006_9.htm)

    [https://www.youtube.com/watch?v=ZOLiE3G4DYU](https://www.youtube.com/watch?v=ZOLiE3G4DYU)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25162)

    [https://www.youtube.com/watch?v=t8ULUye7LSM](https://www.youtube.com/watch?v=t8ULUye7LSM)

    [https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards](https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2011/02/02/massachusetts-killing-shines-light-on-state-parole-boards)

    [http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full](http://archive.boston.com/news/local/massachusetts/articles/2010/12/29/parole_of_killer_scrutinized_after_he_guns_down_officer/?page=full)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html](https://www.masslive.com/news/2011/01/gov_deval_patrick_cleans_house.html)

    [https://youtu.be/5FiKhXp9nU8](https://youtu.be/5FiKhXp9nU8)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

    [https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163](https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25163)

  • [Solved] Law – Criminal MINI-PAPER: PROBATION AND PAROLE ASSIGNMENT

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Examine the history and development of probation and parole in the correctional system. What are the four reasons for probation and the goals achieved throughout the process? What are the types of parole and the conditions tha…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Examine the history and development of probation and parole in the correctional system. What are the four reasons for probation and the goals achieved throughout the process? What are the types of parole and the conditions that are often assigned to the offender? In addition, what kind of collaboration and accountability is necessary to ensure the proper execution of these correctional methods (e.g. probation officers, parole officers)? When answering these questions, please be sure to consider the impact that these forms of community corrections have on the correctional process.

    Items to include are outlined as follows:

    · Length of assignment: the body of the paper must be no more than 3 pages.

    o In addition to the body, the paper must include a title page and reference page. These are required in addition to the 3-page length requirement.

    · Format of assignment: current APA format and writing must be supported with properly formatted in-text citations

    · Number of citations: 2 in addition to the Bible

    · Acceptable sources: Sources must be scholarly, reliable and relevant to the topic, and current to within the last 7 years. The intentional and appropriate integration of Scripture must be present, as it relates to the topic

    – [\
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    Mini-Paper-ProbationandParoleGradingRubric.pdf](https://www.sweetstudy.com/files/mini-paper-probationandparolegradingrubric-pdf "Mini-Paper-ProbationandParoleGradingRubric.pdf")
    – [\
    \
    MiniPaperProbationandParoleAssignmentInstructions.docx](https://www.sweetstudy.com/files/minipaperprobationandparoleassignmentinstructions-docx "MiniPaperProbationandParoleAssignmentInstructions.docx")