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  • [Solved] DB Response WK5

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    [>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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    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

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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] 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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    [>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] Biology Module 3 – Discussion I need help with this assignment

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    Module 3 – Discussion I need help with this assignment

  • [Solved] 566 week 1 Collaboration

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    Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions. **Include the following sections:** **Step 1**: Identify your assigned client from the Week 1 Explore lesson. Your assignment is based on the first letter of your last…

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    Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions.

    **Include the following sections:**

    **Step 1**: Identify your assigned client from the Week 1 Explore lesson. Your assignment is based on the first letter of your last name in the chart below. Review your assigned clinical application activity from the lesson. The client case link will take you to the page in the lesson where the respective case is located.  Scroll to the bottom of the page to locate the client case.

    [Yusef Kardoust](https://chamberlain.instructure.com/courses/195312/pages/week-1-drugs-used-to-manage-fungal-infections "Week 1: Drugs Used to Manage Fungal Infections")

    **Step 2**: Assess the client’s case and the prescription writing activity for that client within the lesson.

    **Step 3**: Answer the discussion prompts below with explanation and detail, providing complete references for all citations. Refer to the lesson for client information.

    1. **Application of Course Knowledge:**Answer all questions/criteria with explanations and detail.

    1. Describe your assigned client’s situation. Why are they presenting to the clinic? What medications are they currently taking?
    2. Discuss your personal professional assessment of the client’s situation provided in the scenario. What pharmacological treatment is necessary and why?
    3. Reflect on additional questions you have about your assigned client that may influence treatment. What else do you want to know? What follow-up assessments, labs, or conversations are required to ensure optimal health outcomes?

    No citation required for this post . please provide AI and similarity report.

    – [\
    \
    YusefKardoust.docx](https://www.sweetstudy.com/files/yusefkardoust-docx "YusefKardoust.docx")

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    Explain the difference between ion channels and G proteins as they relate to signal transduction and targets of medications. How would you answer the following patient question: My grandmother has a mental illness. I have the same genes as her. Will I also get the same mental illness? **Note:** Your…

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    Explain the difference between ion channels and G proteins as they relate to signal transduction and targets of medications.

    How would you answer the following patient question:

    My grandmother has a mental illness. I have the same genes as her. Will I also get the same mental illness?

    **Note:** Your response needs to be supported and validated by three (3) scholarly peer-reviewed resources located _outside_ of your course Learning Resources. Less than 5 years old.

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    From the results of your windshield survey, you will collaborate with your selected family to **identify 3 current public health issues** facing the people in their community. The family will prioritize and select 1 health issue to work on. Select at least 2 interventions for the health issue, inclu…

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    Assignment Prompt & Instructions

    From the results of your windshield survey, you will collaborate with your selected family to **identify 3 current public health issues** facing the people in their community. The family will prioritize and select 1 health issue to work on. Select at least 2 interventions for the health issue, including the available community resources. Ensure the chosen interventions are realistic and attainable. You will prepare to teach your chosen family how to reduce the risk of and prevent the initiation or exacerbation of health-related problems in the community.

    **Consider** the following areas in your community where you might find risk factors that contribute to health issues in the community:

    – Healthy food options
    – Stores, businesses, and industries
    – Physical condition of the area
    – Racial and ethnic makeup of the population
    – People and animals encountered on the street
    – Health indicators and morbidity and mortality data
    – Signs of decay (e.g., conditions of roads, abandoned buildings)
    – Schools
    – Environmental factors (e.g., locations related to water treatment plants, garbage dumps, industrial pollution)
    – Public services (e.g., fire, police)

    **Provide** education and/or health counseling to the patient population about the selected health issues.

    **Evaluate** the patient population’s understanding of the provided education or counseling. To do this, ask the participant(s) to tell you at least 3 key points that they learned from the health education/counseling you provided. _Note_: Key points in this context are elements of the education/counseling that are considered important to the patient and the nurse.

    **Write** a 400-word summary of your interaction with the family. Include the identified public health issues, the health counseling/teaching delivered, and your evaluation. As you write your summary, be sure to reflect on the clinical objectives for the week; discuss how you met the objective(s).

    – Clinical Objective 1: Assess the health and health needs of individuals, families, and groups in the community (Assess).

    – Clinical Objective 2: Identify risk factors related to environmental hazards influencing the health of individuals, families, and groups in the community (Diagnose).