see attachments (three)
SG2001: Definitions and Typologies of Crime and Deviation: Differentiate between crime and deviance.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Write your responses where it reads “
Enter your response here.
” Write as much, as needed, to satisfy the requirements indicated. Each item contains the
, which will be used to evaluate your responses.
Provide the formal definition of deviance and criminality. How might the characteristics and qualifications of deviance differ based on context? Use an example to illustrate your point. Your response should be 250–300 words in length.
Enter your response here.
Rubric
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0
Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Differentiate Between Deviance and Crime |
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Provide the formal definitions of deviance and criminality. LO1: Define deviance and crime |
Response is not present. |
The terms are defined, though they may be partially incorrect or incomplete. |
Deviance and criminality are defined correctly and fully. |
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How might the characteristics and qualifications of deviance differ based on context? Use an example to illustrate your point. LO2: Describe the effect of context on definitions of deviance |
Response is not present. |
The response attempts to address the contextual nature of deviance but does not fully consider both characteristics and qualifications. The response may be missing an example. |
The response fully addresses how both characteristics and qualifications might differ based on context. The response uses an example to show the effect of time, place, and situation on perceptions of deviance. |
Explain how the following predictors factor into crime and/or deviance: age, sex or gender, and economic status. Your response should be 250–300 words in length.
Your Response
Enter your response here.
Rubric
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Explain how the following predictors factor into crime and/or deviance: age, sex or gender, and economic status. LO3: Describe predictors of crime and deviance |
The response attempts to explain how age, sex/gender, and economic predictors factor into crime and/or deviance but misses at least one predictor or addresses all three only partially. |
The response fully explains how age, sex/gender, and economic predictors factor into crime and/or deviance. |
Your Response
Enter your response here.
Rubric
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Perceptions of Deviance and Crime in Society |
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Explain how definitions of deviance and crime are applied in contemporary society compared to 25 or 50 years ago. Use specific examples. LO4: Compare historical and contemporary perceptions of deviance and crime |
The response explains how definitions of deviance and/or criminality are applied in contemporary society, but the explanation is minimal. The response explains how definitions of deviance and/or criminality were applied 25 and/or 50 years ago, but the explanation is minimal. Examples may be vague and/or irrelevant. |
The response accurately describes application of the terms today, 25 years ago, and 50 years ago. The response uses clear and specific examples to show the evolving application of these terms. |
Explain why society accepts the criminalization of certain behaviors but not of others. Explain why the perception of deviance or criminality may not be equally applied. (For example, how does wealth or status affect society’s perspective on this issue?) Your response should be 250–300 words in length.
Your Response
Enter your response here.
Rubric
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Explain why society accepts the criminalization of certain behaviors but not of others. LO5: Analyze perceptions of deviance and crime in society |
Response is not present. |
The response attempts to address why society accepts the criminalization of certain behaviors, but the explanation is minimal, faulty, or unsupported by the learning resources. |
The response fully addresses why society accepts the criminalization of certain behaviors but not others. The explanation is complete, well organized, and supported by the learning resources. |
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Explain why the perception of deviance or criminality may not be equally applied. (For example, how does wealth or status affect society’s perspective on this issue?) LO6: Analyze perceptions of crime and deviance in relation to power |
The response attempts to address why the perception of deviance or criminality is not equally applied, but the explanation is minimal, faulty, or unsupported by the learning resources. |
The response fully addresses why the perception of deviance or criminality is not equally applied. The explanation is complete, well organized, and supported by the learning resources. |
Identify one crime and one behavior that is currently considered deviant. Explain how, as a law enforcement professional, you would address each of these now and how you would have addressed them 25 years ago. Support your explanation by referencing the reading in this competency. Your response should be 300 words in length.
Your Response
Enter your response here.
Rubric
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Law Enforcement Perspectives on Crime and Deviance |
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Identify one crime and one behavior that is currently considered deviant. LO7: Identify criminal behavior and behavior that is considered deviant |
The response may only identify one crime or one behavior, and/or each may not be correctly aligned with criminal or deviant behavior. |
The response identifies one crime and one behavior that is considered deviant behavior. |
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Explain how, as a law enforcement professional, you would address each of these now and how you would have addressed them 25 years ago. Support your explanation by referencing the reading in this competency. LO8: Compare perspectives on crime and deviance applied in law enforcement practice |
The response compares how law enforcement currently addresses the difference between the identified crime and the identified deviance to that of 25 years ago, but explanation is minimal. Alternatively, the response may not address one of the time periods or may not compare them in a clear and meaningful way. The response does not attempt to use evidence from the reading in an accurate or meaningful way. |
The response fully explains how law enforcement currently addresses the difference between the identified crime and identified deviance compared to 25 years ago. The comparison is well organized and is supported with evidence from the readings in the competency. |
References
Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example:
· Mallicoat, S. L. (2016).
Crime and criminal justice: Concepts and controversies. Thousand Oaks, CA: Sage Publications.
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
|
Mastery Rubric |
No |
Yes |
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Exceeds Expectations: Connections to Experience |
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|
Compares life experiences and academic knowledge to infer differences, as well as similarities, to concepts/ theories/ frameworks of fields of study. |
Responses do not integrate professional knowledge and experience from the criminal justice discipline when applied to perspectives on crime and deviance; responses also do not demonstrate an understanding of contemporary and historical approaches to crime and deviance. |
Responses integrate professional knowledge and experience from the criminal justice discipline when applied to perspectives on crime and deviance; responses also demonstrate an understanding of contemporary and historical approaches to crime and deviance. |
Professional Skill Building
The faculty SME will provide feedback based on the following writing expectations. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed.
Remember, this skill will be assessed and count toward achievement of the Professional Skill: Written Communication when you complete SG2003 and SG2004. Therefore, it is highly recommended that you use this opportunity to practice this important skill in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.
Written Communication: Write with clarity, coherence, and purpose.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO1: Construct complete and correct sentences. (AWE 2; Sentence Level Skills)
Sentences are incoherent and impede reader’s access to ideas.
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.
Sentences structure effectively conveys meaning to the reader.
LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills)
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.
Some inaccuracies in grammar and mechanics limit reader’s access to ideas.
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)
Paragraphs, or lack of paragraphs, impede reader’s access to ideas.
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.
Main idea and/or supporting paragraphs effectively convey meaning to reader.
LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)
Supporting materials are not present.
Supporting material is used inconsistently or inappropriately.
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills)
Ideas are disorganized with no/poor transitions.
Ideas are loosely organized with unclear paragraphing and transitions.
Ideas are organized with cohesive transitions.
LO6: Identify sources. (AWE 2; Credit to source)
Sources are missing.
Writing inconsistently identifies or misrepresents sources.
Writing clearly identifies the source of nonoriginal material and/or ideas.
©2019 Walden University 2
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SG2002: Social Control: Analyze forms of social control and their relationships to society and criminal justice.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Write your responses where it reads “
Enter your response here.
” Write as much, as needed, to satisfy the requirements indicated. Each item contains the
, which will be used to evaluate your responses.
Describe social control theory, to include the following as part of your description:
A. 2–3 examples of social control
B. 2–3 systems of social control
C. 2–3 agents of social control
Your response should be 200–250 words in length.
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Social Control Theories |
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Describe social control theory, to include the following as part of your description: A. 2–3 examples of social control B. 2–3 systems of social control C. 2–3 agents of social control LO1: Describe social control theories |
Response is not present. |
The response does not completely or accurately describe social control theory. The response does not provide the required 2–3 examples, systems, or agents of social control. |
The response completely and accurately describes social control theory. The response provides 2–3 accurate examples, systems, and agents of social control. |
Choose two pairs of social control and compare the forms of social control within each pair:
A. Direct vs. indirect
B. Positive vs. negative
C. Conscious vs. unconscious
D. Formal vs. informal
E. Real vs. artificial
Your response should be 300 words in length.
Your Response
Enter your response here.
Rubric
|
Choose two pairs of social control and compare the forms of social control within each pair:
A. Direct vs. indirect LO2: Compare forms of social control |
The response does not accurately or completely compare forms of social control and/or does not accurately or completely address that comparison within each pair. |
The response accurately and fully compares forms of social control and completely addresses that comparison within each pair. |
Respond to the following:
A. Identify a current event that relates to the topic of social control of crime.
B. Analyze the degree to which social media affects social control in the current event.
C. Explain whether it is ethical and/or practical to attempt to mitigate the effect of social media on social control.
D. Explain whether mitigating the effect of social media on social control could change the outcome of the current event.
Your response should be 300–600 words.
Your Response
Enter your response here.
Rubric
|
Social Media and Social Control in Contemporary Criminal Justice Practice |
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Identify a current event that relates to the topic of social control of crime. LO3: Identify a current event that relates to social control |
If the response identifies a current event, it may not relate to the topic of social control of crime. |
The response identifies a current event that relates to the topic of social control of crime. |
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Analyze the degree to which social media affects social control in the current event. LO4: Analyze the effects of social media on social control in contemporary criminal justice practice |
The response attempts to analyze the degree to which social media affects social control in the current event but lacks cohesiveness and/or is not well supported. |
The response analyzes in an accurate and well-supported way the degree to which social media affects social control in the current event. |
|
Explain whether it is ethical and/or practical to attempt to mitigate the effect of social media on social control. LO5: Analyze ethical implications of influencing the effects of social media on social control |
The response may state a position on whether it is practical and/or ethical to attempt to mitigate the effect of social media or media on social control, but that position lacks support or contains inaccuracies or lacks cohesion. |
The response contains a robust and well-supported position on whether it is practical and/or ethical to attempt to mitigate the effect of social media or media on social control. |
|
Explain whether mitigating the effect of social media on social control could change the outcome of the current event. LO6: Determine the effect of mitigating social media influence on a criminal justice current event |
The analysis of how the response could change the current event is either not plausible and/or lacks support. |
The analysis of how the response could change the current event is plausible and well supported. |
Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example:
· Inderbitzin, M., Bates, K. A., & Gainey, R. R. (2017). Deviance and social control: A sociological perspective (2nd ed.). Thousand Oaks, CA: Sage Publications.
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
|
Mastery Rubric |
No |
Yes |
|
Exceeds Expectations: Connections to Experience |
||
|
Compares life experiences and academic knowledge to infer differences, as well as similarities, to concepts/ theories/ frameworks of fields of study. |
Responses do not integrate professional knowledge and experience from the criminal justice discipline when applied to social control theory and contemporary applications of social control theory in criminal justice practice. |
Responses integrate professional knowledge and experience from the criminal justice discipline when applied to social control theory and contemporary applications of social control theory in criminal justice practice. |
Professional Skill Building
The faculty SME will provide feedback based on the following writing expectations. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed.
Remember, this skill will be assessed and count toward achievement of the Professional Skill: Written Communication when you complete SG2003 and SG2004. Therefore, it is highly recommended that you use this opportunity to practice this important skill in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.
|
Written Communication: Write with clarity, coherence, and purpose. |
|||
|
LO1: Construct complete and correct sentences. (AWE 2; Sentence Level Skills) |
Sentences are incoherent and impede reader’s access to ideas. |
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas. |
Sentences structure effectively conveys meaning to the reader. |
|
LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) |
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. |
Some inaccuracies in grammar and mechanics limit reader’s access to ideas. |
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
|
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) |
Paragraphs, or lack of paragraphs, impede reader’s access to ideas. |
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. |
Main idea and/or supporting paragraphs effectively convey meaning to reader. |
|
LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) |
Supporting materials are not present. |
Supporting material is used inconsistently or inappropriately. |
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
|
LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills) |
Ideas are disorganized with no/poor transitions. |
Ideas are loosely organized with unclear paragraphing and transitions. |
Ideas are organized with cohesive transitions. |
|
LO6: Identify sources. (AWE 2; Credit to source) |
Sources are missing. |
Writing inconsistently identifies or misrepresents sources. |
Writing clearly identifies the source of nonoriginal material and/or ideas. |
©2018 Walden University 2
SG2003:Theory in Criminology: Compare the application of the classical school and the positivist school of criminological theory in criminal justice practice.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Write your responses where it reads “
Enter your response here.
” Write as much, as needed, to satisfy the requirements indicated. Each item contains the
, which will be used to evaluate your responses.
Explain how the classical school of criminal theory differs from the positivist school of criminal theory, ensuring an accurate description of each school within your comparison.
Next, explain whether society’s laws are based on the classical theory, the positivist theory, or both. Provide three examples. Then, explain the degree to which society’s laws serve as sufficient deterrence for crime in your country.
Your response should be 300–500 words in length.
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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|
The Classical and Positivist Schools of Criminological Theory |
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Explain how the classical school of criminal theory differs from the positivist school of criminal theory, ensuring an accurate description of each school within your comparison. LO1: Compare the classical school and positivist schools of criminological theory |
Response is not present. |
The response may describe some aspects of the classical school of criminal theory and the positivist school of criminal theory, but it does not make a comparison between the two theories. |
The response describes the classical school of criminal theory and the positivist school of criminal theory. The response makes a comparison between the two theories. |
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Explain whether society’s laws are based on the classical theory, the positivist theory, or both. Provide three examples. LO2: Determine which type of theories influence laws in society |
The response does not take a position on whether or not contemporary society’s laws are based on the classical school theory, the positivist school theory, or both. The response does not provide three adequate examples related to the above positions. |
The response takes a position on whether or not contemporary society’s laws are based on the classical school theory, the positivist school theory, or both. The response provides three adequate examples to support the above positions. |
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Explain the degree to which society’s laws serve as sufficient deterrence for crime in your country. LO3: Analyze the effect of laws on the deterrence of crime |
The response may provide a position on the degree to which society’s laws serve as sufficient deterrence for crime. |
The response provides a position on the degree to which society’s laws serve as sufficient deterrence for crime. |
Your Response
Enter your response here.
Rubric
|
The Classical and Positivist Schools of Criminological Theory |
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Choose a crime that has occurred in the last 12 months in your community, state/province/region, or nation. Based on the classical school theory, explain what change could have occurred to prevent this crime from happening. LO4: Determine how classical criminological theory could affect the outcome of contemporary criminal activity |
The response identifies a crime that has occurred in the last 12 months. The response may demonstrate a limited understanding of classical theory but does not adequately connect an understanding of the theory to explain what change could have prevented the crime. |
The response identifies a crime that has occurred in the last 12 months.
The response demonstrates an understanding of classical theory and connects that understanding to explaining what change could have prevented the crime. |
|
Based on the positivist school theory, explain what change could have prevented this crime from happening. LO5: Determine how positivist criminological theory could affect the outcome of contemporary criminal activity |
The response may demonstrate a limited understanding of the positivist theory but does not adequately connect an understanding of the theory to explain what change could have prevented the crime. |
The response demonstrates an understanding of positivist theory and connects that understanding to explaining what change could have prevented the crime. |
Respond to the following:
A. Identify a current event in your community, state/province/region, or nation and describe how that situation relates to a criminological theory or theories.
B. Explain how the concepts of personal responsibility and social structure theories affect your view of the role that theories play in explaining the current event.
C. Explain the degree to which viewing this criminal justice-related event through a criminological theory better prepares you to address crime as a current or future professional.
D. Explain how viewing this criminal justice-related event through a criminological theory might affect your efforts toward social change.
Your response should be 500–750 words in length.
Your Response
Enter your response here.
Rubric
|
Personal Responsibility and Social Structure Theories: Perspectives on Contemporary Crime |
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Identify a current event in your community, state/province/region, or nation and describe how that situation relates to a criminological theory or theories. LO6: Demonstrate a connection between criminological theory and a current event |
The response identifies a current event that relates to the topic of criminological theory. |
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Explain how the concepts of personal responsibility and social structure theories affect your view of the role that theories play in explaining the current event. LO7: Analyze the effect of personal responsibility and social structure theories on perspectives of contemporary crime |
The response may connect how the role of personal responsibility and social structure theory affects the view of the current event, but it does not use concrete examples from the current event and the reading to support the claim. |
The response demonstrates how the role of personal responsibility and social structure theory affects the view of the current event. The response uses concrete examples from the current event and the reading to support the claim. |
|
Explain the degree to which viewing this criminal justice- related event through a criminological theory better prepares you to address crime as a current or future professional. LO8: Apply perspectives on criminological theory to professional criminal justice practice |
The response does not explain adequately how viewing the identified criminal justice-related event through a criminological theory better prepares one to address crime as a current or future professional. The response does not adequately connect theories to applied criminal justice practice. |
The response explains how viewing the identified criminal justice-related event through a criminological theory better prepare one to address crime as a current or future professional. The response accomplishes this by connecting theories covered in the competency with applied criminal justice practice. |
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Explain how viewing this criminal justice-related event through a criminological theory might affect your efforts toward social change. LO9: Apply perspectives on criminological theory to social change efforts in criminal justice practice |
The response does not draw a meaningful connection to social change efforts. |
The response connects these ideas to their potential effect on social change efforts. |
Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example:
· Walsh, A., & Jorgensen, C. (2018). Criminology: The essentials (3rd ed.). Thousand Oaks, CA: Sage Publications.
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
|
Mastery Rubric |
No |
Yes |
|
Exceeds Expectations: Perspective Taking/Embracing Contradictions |
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Acknowledges alternate, divergent, or contradictory perspectives when applying criminological theory to criminal justice practice. |
Responses do not acknowledge multiple theories and perspectives from the discipline of criminology when applied to criminal justice practice. |
Responses acknowledge multiple theories and perspectives from the discipline of criminology when applied to criminal justice practice. |
Professional Skills Assessment
In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication. These skills count toward your achievement of the Competency and the Professional Skills.
|
Written Communication: Write with clarity, coherence, and purpose. |
|||
|
LO1: Construct complete and correct sentences. (AWE 2; Sentence Level Skills) |
Sentences are incoherent and impede reader’s access to ideas. |
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas. |
Sentences structure effectively conveys meaning to the reader. |
|
LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) |
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. |
Some inaccuracies in grammar and mechanics limit reader’s access to ideas. |
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
|
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) |
Paragraphs, or lack of paragraphs, impede reader’s access to ideas. |
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. |
Main idea and/or supporting paragraphs effectively convey meaning to reader. |
|
LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) |
Supporting materials are not present. |
Supporting material is used inconsistently or inappropriately. |
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
|
LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills) |
Ideas are disorganized with no/poor transitions. |
Ideas are loosely organized with unclear paragraphing and transitions. |
Ideas are organized with cohesive transitions. |
|
LO6: Identify sources. (AWE 2; Credit to source) |
Sources are missing. |
Writing inconsistently identifies or misrepresents sources. |
Writing clearly identifies the source of nonoriginal material and/or ideas. |
Professional Skill Building
The faculty Assessor will provide feedback based on the following expectations related to inquiry and analysis. Review the rubric and check your work based on the learning objectives listed.
Remember, this skill will be assessed and count toward achievement of the Professional Skill: Communicative Fluency when you complete SG2004. Therefore, it is highly recommended that you use this opportunity to practice this important skill in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.
Inquiry and Analysis: Apply strategies to identify, frame, and evaluate issues and problems.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO1: Identify a problem or question in a selected area of study.
No problem or question is presented.
The problem or question is vague or inappropriate to the selected field of study.
The problem or question is clearly stated in a form appropriate to the selected field of study.
LO2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study.
Elements or parts of the problem or question are not presented.
Elements or parts of the problem or question are presented in a disorganized manner.
Elements or parts of the problem or question are presented in an organized manner.
LO3: Evaluate theories and approaches to explain complex problems within a chosen field of study.
No theoretical approach is presented.
A theoretical approach is vaguely presented.
A theoretical approach to the problem or question is presented and justified.
LO4: Apply organizing principles and theoretical approaches to identify solutions to a problem.
No attempt is made to connect theories or organizing principles to solutions to the problem.
Connections between theories or organizing principles solutions to the problem are vague.
Theories and organizing principles are used to make connections, identify gaps and/or provide evidence for showing solutions to the problem or questions.
©2019 Walden University 2
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