PART I:THINKING CLEARLY ABOUT CRIME Chapter 2 Identify people e.g., peers, famil


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PART I:THINKING CLEARLY ABOUT CRIME
Chapter 2
Identify people e.g., peers, family, friends, faculty and ask about the attitudes they hold regarding the criminal justice system; are they more conservative or liberal and additionally, note demographic information of the interviewees. Chapter 3
Given the resource crisis in the CJS, in part due to a high burnout rate, what is the best solution to the overwhelming caseload experienced by public defenders? How might the suggested solution impact other aspects of the CJS?
Identify an exonerated case and determine the cause(s) of why it was exonerated and then discuss remedies. What additional measures can take place to increase the reliability of eyewitness testimony? What should happen to police who plant evidence or prosecutors who withhold evidence? How can the system increase the reliability of scientific evidence? Chapter 4
Discuss the age-crime curve with students so as to demonstrate career criminals/chronic offenders versus a criminal career. Discuss potential social and personal factors and theories that play into the age-crime curve (e.g., Moffitt’s taxonomies, self-control, social learning, life-course/developmental).
What factors may influence both true/false positives and false negatives? (e.g., social, psychological, and biological backgrounds, education, etc)
put each answer at the top if it belongs to chapter 2 or 3 or 4.

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