Fluent Essays

Prior to beginning work on this assignment, read Chapters 9 and 10 from the required textbook. Select and then define a significant social issue faced by the justice system, evaluate the scope and consequences of the issue, and analyze society’s responses to the issue (including public policies and other less formal responses). Papers should also present a clearly reasoned alternative, supported by scholarly research. While the following example can be modified to suit your needs, this outline is likely to result in a high-quality Final Paper: Identify the problem. Be sure to narrow your problem enough to allow a focused examination. Describe the individual, social, and criminal justice system implications of this problem. Discussion of implications should be supported by accurate research data. Summarize what experts say about the problem. Explain what you, as a society, have done to remedy this problem. Consider public policies and other, less formal responses. Analyze to what extent public policies and other, less formal responses are effective in addressing this problem. Propose an alternative solution to the problem. Analyze why the alternative is or can be, an effective response to the problem. Remember to consider the negative consequences of the alternative response. Conclude with your thoughts about your chosen social problem. This is a good place to include personal opinions, assuming you wish to share them in a research paper. In short, define a problem, discuss the response, and provide alternative responses to the problem. For example, your problem could be drug use/abuse, with a focus on prescription drug abuse among teenagers. Your description of the problems should be fact based, relying on expert opinion. Your alternative response can be an adjustment to the current policy or a new direction. For example, you may propose longer prison sentences or the legalization of all drugs. Be creative, although suggestions must be supported by scholarly research. Social issue: human trafficking  The Final Paper Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the UAGC Writing Center (Links to an external site.)’s APA Style (Links to an external site.) Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.). Must include an abstract. See the Writing an Abstract (Links to an external site.) resource for additional guidance. Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance. Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources. Must use at least 3 scholarly sources in addition to the course text, at least three of which can be found in the UAGC Online Library, to support your claims and sub-claims. The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. Must document any information used from sources in APA style as outlined in the UAGC Writing Center’s Citing Within Your Paper (Links to an external site.) Must include a separate references page that is formatted according to APA style as outlined in the UAGC Writing Center. See the Formatting Your References List (Links to an external site.) resource in the UAGC Writing Center for specifications. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.257 9Crime in Schools and the Workplace Ed Andrieski/Associated Press Learning Outcomes After reading this chapter, you should be able to • Discuss the nature and extent of crime at primary and secondary schools, including effects of such crime and methods and policies to address them. • Discuss the nature and extent of crime at college and universities, including effects of such crime and methods and policies to address them. • Discuss the nature and extent of crime in the workplace, including effects of such crime and methods and policies to address them. • Explain why crimes occur at schools and in the workplace. © 2020 Zovio, Inc. All rights reserved. Not for resale or redistribution. 258 Section 9.1 Nature and Extent of School Crime On April 20, 1999, Dylan Klebold and Eric Harris killed 12 students and one teacher at Columbine High School in Jefferson County, Colorado, before killing themselves. Although the attack occurred at a public high school, it was not typical of school shootings elsewhere in the nation. Indeed, their intention was to kill everyone at the school, including law enforcement officers, first responders, and parents by detonating bombs rigged in their cars. According to the most definitive account of the attacks, both boys participated in and planned for the assault but for vastly different reasons (Cullen, 2009). One was an angry young man who hated his classmates as well as many other people in the world that appeared in his “hit list.” The other boy was clinically depressed and wanted to die. The boys purchased guns, knives, and explosives online and meticulously planned their attacks, even setting off bombs elsewhere for practice. Their plan was to detonate a bomb in the cafeteria after first period, when more than 500 students would be present. The boys hid in their cars, armed with guns and additional explosives. They hoped to kill anyone who had survived the initial blast when they ran from the front entrance of the school. Their final act was supposed to end with the boys crashing their car, packed with explosives, into first responders, killing themselves in the process. Fortunately, their largest propane bombs failed to go off, but the boys used their guns—as well as Molotov cocktails—to kill classmates in the cafeteria and library. After 49 minutes and 188 rounds of ammunition, 13 people lay dead and 24 more were wounded. 9.1 Nature and Extent of School Crime Though the Columbine High School massacre shocked the nation, such crime is actually rare in schools. In fact, given the number of students, teachers, and other personnel in schools on any given day, it is quite astounding how few violent episodes there are. To track violence in schools, each year, the United States Department of Justice and United States Department of Education publish Indicators of School Crime and Safety. This report presents data from various sources, including the National Crime Victimization 305 10 Reducing Crime and Reforming the Criminal Justice System Ryan Tarinelli/AP/Associated Press Learning Outcomes After reading this chapter, you should be able to • Discuss the ideological and financial obstacles to criminal justice system reform. • Describe the disconnect between popular assumptions and scientific evidence about crime. • Explain evidence-driven crime-control strategies in contemporary America. • Contrast retributivism and restorative justice as guiding principles for criminal justice. © 2020 Zovio, Inc. All rights reserved. Not for resale or redistribution. 306 Section 10.1 The Challenge of the Status Quo In August of 2010, after serving nearly 10 years in prison for two bank robberies, Lance Brown walked out of a North Carolina prison a free man. Since his release he has been strug- gling with poverty and homelessness and was forced out of a homeless shelter for fighting with another patron. In April of 2012, Brown approached his parole officer and asked what he needed to do to get put back in prison! His parole officer referred him to a series of agencies and support services that Brown did not pursue. Instead, he walked into the local courthouse in Columbus Georgia and threatened to kill the president of the United States. However, offi- cers did not believe that Brown’s threats were credible and thus there were no consequences. Apparently frustrated, Brown exited the courthouse and promptly threw a brick through the glass front door of the courthouse. Brown was held in jail for 9 months awaiting trial. At trial he was sentenced to 1 month in jail and 3 years probation for malicious mischief. In court, Brown noted that his behavior would result in shelter in a facility in which at least, “some- one’s going to offer me a sandwich and drink” (Associated Press, 2012, p. 1). Many experts believe that the problem of crime in America is grounded in larger issues of social structural marginality. Thus, issues like the economy, poverty, health care, and educa- tion may be central in an encompassing crime-control strategy. 10.1 The Challenge of the Status Quo One of the paramount challenges in criminology is developing systematic, evidence-driven and practical public policies to address the crime problem. However, public policy does not exist in a vacuum; developing, implementing, and evaluating cost-effective and pragmatic crime-control policies is only part of the challenge. Many experts highlight that changes in criminal justice policy include a series of obstacles. There are ideological barriers to change given America’s historic support of “tough on crime” policies. There are individuals and industries that benefit from the criminal justice system in its existing form. And individuals and groups reap massive profits from committing crime in America and internationally. Thus, the next era of criminal justice policy faces a two-pronged challenge. First, to develop sound public policy to redu