Category: Law > Criminal

  • [Solved] Criminal Justice

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    – ## discussioninstructions.docx – ## dueprocessjuv.docx **## discussioninstructions.docx** Discussion instructions Each discussion must be 250 words. Each discussion question must have two references. Outside references are all scholarly (peer reviewed journal article, law review) in APA format. **…

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    Assignment Prompt & Instructions

    – ## discussioninstructions.docx

    – ## dueprocessjuv.docx

    **## discussioninstructions.docx**

    Discussion instructions

    Each discussion must be 250 words.

    Each discussion question must have two references.

    Outside references are all scholarly (peer reviewed journal article, law review) in APA format.

    **## dueprocessjuv.docx**

    **Question 1**

    While on patrol, you come across a group of juveniles throwing snowballs at passing cars in the street. Pulling over, you confront the kids and explain to them the dangers of their actions. The juveniles, in turn, are apologetic and promise to never do it again.

    Remembering your youth, you decide to use your discretion and let them off with a warning. A few minutes after you leave, however, this same group of juveniles continues to throw snowballs at passing cars, but this time one of the drivers is startled, veers off the road and runs into a group of young children building a snowman in their front yard.

    Focus on the following points:

    Were you wrong to let the juveniles off with a warning?

    According to deontological theory, were you wrong?

    Does it really matter if you give kids a juvenile record as long as doing so possibly prevents them from hurting others?

    **Question 2**

    (Due Process): Explain how the principles of due process, the ban on cruel and unusual punishment and other current feature of the U.S. criminal justice system are consistent with Kant’s theory.

    **## dueprocessjuv.docx**

    **Question 1**

    While on patrol, you come across a group of juveniles throwing snowballs at passing cars in the street. Pulling over, you confront the kids and explain to them the dangers of their actions. The juveniles, in turn, are apologetic and promise to never do it again.

    Remembering your youth, you decide to use your discretion and let them off with a warning. A few minutes after you leave, however, this same group of juveniles continues to throw snowballs at passing cars, but this time one of the drivers is startled, veers off the road and runs into a group of young children building a snowman in their front yard.

    Focus on the following points:

    Were you wrong to let the juveniles off with a warning?

    According to deontological theory, were you wrong?

    Does it really matter if you give kids a juvenile record as long as doing so possibly prevents them from hurting others?

    **Question 2**

    (Due Process): Explain how the principles of due process, the ban on cruel and unusual punishment and other current feature of the U.S. criminal justice system are consistent with Kant’s theory.

    **## discussioninstructions.docx**

    Discussion instructions

    Each discussion must be 250 words.

    Each discussion question must have two references.

    Outside references are all scholarly (peer reviewed journal article, law review) in APA format.

    **## dueprocessjuv.docx**

    **Question 1**

    While on patrol, you come across a group of juveniles throwing snowballs at passing cars in the street. Pulling over, you confront the kids and explain to them the dangers of their actions. The juveniles, in turn, are apologetic and promise to never do it again.

    Remembering your youth, you decide to use your discretion and let them off with a warning. A few minutes after you leave, however, this same group of juveniles continues to throw snowballs at passing cars, but this time one of the drivers is startled, veers off the road and runs into a group of young children building a snowman in their front yard.

    Focus on the following points:

    Were you wrong to let the juveniles off with a warning?

    According to deontological theory, were you wrong?

    Does it really matter if you give kids a juvenile record as long as doing so possibly prevents them from hurting others?

    **Question 2**

    (Due Process): Explain how the principles of due process, the ban on cruel and unusual punishment and other current feature of the U.S. criminal justice system are consistent with Kant’s theory.

    **## discussioninstructions.docx**

    Discussion instructions

    Each discussion must be 250 words.

    Each discussion question must have two references.

    Outside references are all scholarly (peer reviewed journal article, law review) in APA format.

    **## dueprocessjuv.docx**

    **Question 1**

    While on patrol, you come across a group of juveniles throwing snowballs at passing cars in the street. Pulling over, you confront the kids and explain to them the dangers of their actions. The juveniles, in turn, are apologetic and promise to never do it again.

    Remembering your youth, you decide to use your discretion and let them off with a warning. A few minutes after you leave, however, this same group of juveniles continues to throw snowballs at passing cars, but this time one of the drivers is startled, veers off the road and runs into a group of young children building a snowman in their front yard.

    Focus on the following points:

    Were you wrong to let the juveniles off with a warning?

    According to deontological theory, were you wrong?

    Does it really matter if you give kids a juvenile record as long as doing so possibly prevents them from hurting others?

    **Question 2**

    (Due Process): Explain how the principles of due process, the ban on cruel and unusual punishment and other current feature of the U.S. criminal justice system are consistent with Kant’s theory.

    – 1
    – 2

  • [Solved] law enforcement admin

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    In-depth study guidance and analytical solution covering law enforcement admin.

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  • [Solved] DB Response

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    Executive Solution Overview

    Please see attached. – ## DiscussionAssignmentInstructionsCJUS350.docx – ## HaleyWhitehead.docx – ## ZeranaBianceShellaberger.docx **## DiscussionAssignmentInstructionsCJUS350.docx** CJUS 350 **Discussion Assignment Instructions** The student will complete 8 Discussions in this course. The student w…

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    Assignment Prompt & Instructions

    Please see attached.

    – ## DiscussionAssignmentInstructionsCJUS350.docx

    – ## HaleyWhitehead.docx

    – ## ZeranaBianceShellaberger.docx

    **## DiscussionAssignmentInstructionsCJUS350.docx**

    CJUS 350

    **Discussion Assignment Instructions**

    The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

    **## HaleyWhitehead.docx**

    2

    **Haley Whitehead**

    **What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    **Any unwritten code of conduct amongst police officers would reinforce solidarity and trust amongst the group. In theory, this would encourage loyalty in tough situations. However, if someone were to go against that code of conduct, there is a high chance they would be ostracized from the group. This ideology can become toxic by creating a “code of silence” among officers. The “code of silence” would encourage officers to cover for one another's misconduct and take away accountability from those who do wrong. This would undermine the justice system in multiple ways. Law enforcement roles should be held to high ethical standards. Although there are a few positives to an unwritten code of conduct amongst officers, the negatives are far greater.**

    **You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    **After having the same partner for six years and working that closely with someone, there is a certain level of trust that develops. There are those who may have a moment of hesitation prior to acting in this scenario. The knee-jerk reaction would be to give your partner the benefit of the doubt and hear their side of the story. However, given the officer’s background of receiving punitive sanctions for the same reason, unwarranted use of force, there is no other action that should be taken other than reporting them. On the matter of abuse of authority, the textbook included that, “The most serious abuse of authority is when officers use their legal power to use force against individuals without just cause” (Pollock, 2014). Situations in which there is an abuse of power need to be reported and taken care of, not forgiven and swept under the rug. The partner would need to take accountability for their actions, regardless of the terrible consequences. Unreported misconduct would allow them to commit the same grievance, as their history proves they would most likely reoffend.**

    **Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    **Being a servant leader is a direct reflection of Jesus and His mission. There are a multitude of examples in the Bible of how Jesus lived a life of serving others, from washing His disciples' feet to healing the sick. 1 John 2:6 states, “Whoever claims to live in him must live as Jesus did” (New International Version, 2011). If someone claims to be a follower of Christ, their actions should be consistent with Christ’s examples of humility, love, and obedience. In Mark 10:42-45, Jesus explains that kingdom leadership is different from worldly leadership. The idea is that status is highly valued in this world, but it means little to God. A willingness to serve others is far more valuable to Him. Having this kingdom mindset allows the focus to shift from personal well-being to the well-being of others. Being a servant leader is a way to highlight the goodness of God while fostering positive relationships.**

    **## ZeranaBianceShellaberger.docx**

    Zerana Biance Shellaberger

    **1/ What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    I think it's human nature to want to belong in a community, especially for those who work in professions like police officers and corrections officers, where they put their lives at risk every day and face significant pressure from the public regarding safety, expectations, and even due to current events. Therefore, due to all this, you want the people working with you side by side to not only be equipped with the knowledge to help you but also to be willing to assist you in times of emergency. Therefore, they would need stronger bonds compared to an IT job, where you can get your job done without putting your life at risk or depending on other people to have your back when it comes down to it.
    Ecclesiastes 4:9-10 states, "Two are better than one, because they have a good return for their labor: If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up" (New International Version, 2011). The verse emphasizes the importance of working together, relying on one another, and building strong bonds with one another. For police officers and corrections officers, who face life-threatening risks and intense scrutiny from the public every day, having colleagues who are reliable and willing to support each other is crucial.

    Having said all that, loyalty and camaraderie should still not come at the expense of the police community's trust in the public. The oath you took was not just to serve each other in the line of duty, but mainly to serve the people. As stated on the San Antonio Police Department Law Enforcement Code of Ethics: "As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all persons to liberty, equality, and justice" (2010).

    **2/ You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    The longevity of our partnership does not justify my remaining silent in this case. If he has already been reprimanded for excessive use of force in the past, he should understand the gravity of his actions, and at this point, there are no excuses. Unfortunately, if he has repeated this behavior, there is a strong possibility it could escalate, as he clearly has not learned from previous consequences. It is his responsibility to reflect and change, not mine to protect his job. Therefore, I will be reporting him. I want to make it clear that if he had truly changed his behavior, this situation would not have happened again. I am doing this for his own good, to prevent him from causing further harm in case his actions escalate. I will also advocate for leadership to ensure he gets the help he needs because, at the end of the day, he is one of us and should not be left to handle situations he cannot manage on his own.

    As Galatians 6:1 reminds us, "Brothers and sisters, if someone is caught in a sin, you who live by the Spirit should restore that person gently. But watch yourselves, or you also may be tempted"  (New International Version, 2011). This verse teaches that we have a responsibility to help others correct their mistakes, but we should do it with care and kindness. If someone keeps making bad choices, it is not wrong to report or address it—it is a way to help them see the problem and prevent more harm. At the same time, we need to be careful to stay honest and not get caught up in their wrongdoing. In this situation, this means reporting the repeated misconduct is the right thing to do, both to protect others and to give the person a chance to learn from their actions.

    **3/ Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    The passage is essential for being a servant leader, as it serves as a great reminder that to embody a worldly leader, one must first serve and put the needs of others before their own, just like how Jesus Christ came to the earth not to be served for his greatness but to serve others, including the sick, the poor, the marginalized, and sinners, and even to sacrifice his own life.

    **## ZeranaBianceShellaberger.docx**

    Zerana Biance Shellaberger

    **1/ What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    I think it's human nature to want to belong in a community, especially for those who work in professions like police officers and corrections officers, where they put their lives at risk every day and face significant pressure from the public regarding safety, expectations, and even due to current events. Therefore, due to all this, you want the people working with you side by side to not only be equipped with the knowledge to help you but also to be willing to assist you in times of emergency. Therefore, they would need stronger bonds compared to an IT job, where you can get your job done without putting your life at risk or depending on other people to have your back when it comes down to it.
    Ecclesiastes 4:9-10 states, "Two are better than one, because they have a good return for their labor: If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up" (New International Version, 2011). The verse emphasizes the importance of working together, relying on one another, and building strong bonds with one another. For police officers and corrections officers, who face life-threatening risks and intense scrutiny from the public every day, having colleagues who are reliable and willing to support each other is crucial.

    Having said all that, loyalty and camaraderie should still not come at the expense of the police community's trust in the public. The oath you took was not just to serve each other in the line of duty, but mainly to serve the people. As stated on the San Antonio Police Department Law Enforcement Code of Ethics: "As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all persons to liberty, equality, and justice" (2010).

    **2/ You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    The longevity of our partnership does not justify my remaining silent in this case. If he has already been reprimanded for excessive use of force in the past, he should understand the gravity of his actions, and at this point, there are no excuses. Unfortunately, if he has repeated this behavior, there is a strong possibility it could escalate, as he clearly has not learned from previous consequences. It is his responsibility to reflect and change, not mine to protect his job. Therefore, I will be reporting him. I want to make it clear that if he had truly changed his behavior, this situation would not have happened again. I am doing this for his own good, to prevent him from causing further harm in case his actions escalate. I will also advocate for leadership to ensure he gets the help he needs because, at the end of the day, he is one of us and should not be left to handle situations he cannot manage on his own.

    As Galatians 6:1 reminds us, "Brothers and sisters, if someone is caught in a sin, you who live by the Spirit should restore that person gently. But watch yourselves, or you also may be tempted"  (New International Version, 2011). This verse teaches that we have a responsibility to help others correct their mistakes, but we should do it with care and kindness. If someone keeps making bad choices, it is not wrong to report or address it—it is a way to help them see the problem and prevent more harm. At the same time, we need to be careful to stay honest and not get caught up in their wrongdoing. In this situation, this means reporting the repeated misconduct is the right thing to do, both to protect others and to give the person a chance to learn from their actions.

    **3/ Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    The passage is essential for being a servant leader, as it serves as a great reminder that to embody a worldly leader, one must first serve and put the needs of others before their own, just like how Jesus Christ came to the earth not to be served for his greatness but to serve others, including the sick, the poor, the marginalized, and sinners, and even to sacrifice his own life.

    **## DiscussionAssignmentInstructionsCJUS350.docx**

    CJUS 350

    **Discussion Assignment Instructions**

    The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

    **## HaleyWhitehead.docx**

    2

    **Haley Whitehead**

    **What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    **Any unwritten code of conduct amongst police officers would reinforce solidarity and trust amongst the group. In theory, this would encourage loyalty in tough situations. However, if someone were to go against that code of conduct, there is a high chance they would be ostracized from the group. This ideology can become toxic by creating a “code of silence” among officers. The “code of silence” would encourage officers to cover for one another's misconduct and take away accountability from those who do wrong. This would undermine the justice system in multiple ways. Law enforcement roles should be held to high ethical standards. Although there are a few positives to an unwritten code of conduct amongst officers, the negatives are far greater.**

    **You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    **After having the same partner for six years and working that closely with someone, there is a certain level of trust that develops. There are those who may have a moment of hesitation prior to acting in this scenario. The knee-jerk reaction would be to give your partner the benefit of the doubt and hear their side of the story. However, given the officer’s background of receiving punitive sanctions for the same reason, unwarranted use of force, there is no other action that should be taken other than reporting them. On the matter of abuse of authority, the textbook included that, “The most serious abuse of authority is when officers use their legal power to use force against individuals without just cause” (Pollock, 2014). Situations in which there is an abuse of power need to be reported and taken care of, not forgiven and swept under the rug. The partner would need to take accountability for their actions, regardless of the terrible consequences. Unreported misconduct would allow them to commit the same grievance, as their history proves they would most likely reoffend.**

    **Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    **Being a servant leader is a direct reflection of Jesus and His mission. There are a multitude of examples in the Bible of how Jesus lived a life of serving others, from washing His disciples' feet to healing the sick. 1 John 2:6 states, “Whoever claims to live in him must live as Jesus did” (New International Version, 2011). If someone claims to be a follower of Christ, their actions should be consistent with Christ’s examples of humility, love, and obedience. In Mark 10:42-45, Jesus explains that kingdom leadership is different from worldly leadership. The idea is that status is highly valued in this world, but it means little to God. A willingness to serve others is far more valuable to Him. Having this kingdom mindset allows the focus to shift from personal well-being to the well-being of others. Being a servant leader is a way to highlight the goodness of God while fostering positive relationships.**

    **## ZeranaBianceShellaberger.docx**

    Zerana Biance Shellaberger

    **1/ What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    I think it's human nature to want to belong in a community, especially for those who work in professions like police officers and corrections officers, where they put their lives at risk every day and face significant pressure from the public regarding safety, expectations, and even due to current events. Therefore, due to all this, you want the people working with you side by side to not only be equipped with the knowledge to help you but also to be willing to assist you in times of emergency. Therefore, they would need stronger bonds compared to an IT job, where you can get your job done without putting your life at risk or depending on other people to have your back when it comes down to it.
    Ecclesiastes 4:9-10 states, "Two are better than one, because they have a good return for their labor: If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up" (New International Version, 2011). The verse emphasizes the importance of working together, relying on one another, and building strong bonds with one another. For police officers and corrections officers, who face life-threatening risks and intense scrutiny from the public every day, having colleagues who are reliable and willing to support each other is crucial.

    Having said all that, loyalty and camaraderie should still not come at the expense of the police community's trust in the public. The oath you took was not just to serve each other in the line of duty, but mainly to serve the people. As stated on the San Antonio Police Department Law Enforcement Code of Ethics: "As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all persons to liberty, equality, and justice" (2010).

    **2/ You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    The longevity of our partnership does not justify my remaining silent in this case. If he has already been reprimanded for excessive use of force in the past, he should understand the gravity of his actions, and at this point, there are no excuses. Unfortunately, if he has repeated this behavior, there is a strong possibility it could escalate, as he clearly has not learned from previous consequences. It is his responsibility to reflect and change, not mine to protect his job. Therefore, I will be reporting him. I want to make it clear that if he had truly changed his behavior, this situation would not have happened again. I am doing this for his own good, to prevent him from causing further harm in case his actions escalate. I will also advocate for leadership to ensure he gets the help he needs because, at the end of the day, he is one of us and should not be left to handle situations he cannot manage on his own.

    As Galatians 6:1 reminds us, "Brothers and sisters, if someone is caught in a sin, you who live by the Spirit should restore that person gently. But watch yourselves, or you also may be tempted"  (New International Version, 2011). This verse teaches that we have a responsibility to help others correct their mistakes, but we should do it with care and kindness. If someone keeps making bad choices, it is not wrong to report or address it—it is a way to help them see the problem and prevent more harm. At the same time, we need to be careful to stay honest and not get caught up in their wrongdoing. In this situation, this means reporting the repeated misconduct is the right thing to do, both to protect others and to give the person a chance to learn from their actions.

    **3/ Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    The passage is essential for being a servant leader, as it serves as a great reminder that to embody a worldly leader, one must first serve and put the needs of others before their own, just like how Jesus Christ came to the earth not to be served for his greatness but to serve others, including the sick, the poor, the marginalized, and sinners, and even to sacrifice his own life.

    **## DiscussionAssignmentInstructionsCJUS350.docx**

    CJUS 350

    **Discussion Assignment Instructions**

    The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

    **## HaleyWhitehead.docx**

    2

    **Haley Whitehead**

    **What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    **Any unwritten code of conduct amongst police officers would reinforce solidarity and trust amongst the group. In theory, this would encourage loyalty in tough situations. However, if someone were to go against that code of conduct, there is a high chance they would be ostracized from the group. This ideology can become toxic by creating a “code of silence” among officers. The “code of silence” would encourage officers to cover for one another's misconduct and take away accountability from those who do wrong. This would undermine the justice system in multiple ways. Law enforcement roles should be held to high ethical standards. Although there are a few positives to an unwritten code of conduct amongst officers, the negatives are far greater.**

    **You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    **After having the same partner for six years and working that closely with someone, there is a certain level of trust that develops. There are those who may have a moment of hesitation prior to acting in this scenario. The knee-jerk reaction would be to give your partner the benefit of the doubt and hear their side of the story. However, given the officer’s background of receiving punitive sanctions for the same reason, unwarranted use of force, there is no other action that should be taken other than reporting them. On the matter of abuse of authority, the textbook included that, “The most serious abuse of authority is when officers use their legal power to use force against individuals without just cause” (Pollock, 2014). Situations in which there is an abuse of power need to be reported and taken care of, not forgiven and swept under the rug. The partner would need to take accountability for their actions, regardless of the terrible consequences. Unreported misconduct would allow them to commit the same grievance, as their history proves they would most likely reoffend.**

    **Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    **Being a servant leader is a direct reflection of Jesus and His mission. There are a multitude of examples in the Bible of how Jesus lived a life of serving others, from washing His disciples' feet to healing the sick. 1 John 2:6 states, “Whoever claims to live in him must live as Jesus did” (New International Version, 2011). If someone claims to be a follower of Christ, their actions should be consistent with Christ’s examples of humility, love, and obedience. In Mark 10:42-45, Jesus explains that kingdom leadership is different from worldly leadership. The idea is that status is highly valued in this world, but it means little to God. A willingness to serve others is far more valuable to Him. Having this kingdom mindset allows the focus to shift from personal well-being to the well-being of others. Being a servant leader is a way to highlight the goodness of God while fostering positive relationships.**

    **## ZeranaBianceShellaberger.docx**

    Zerana Biance Shellaberger

    **1/ What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    I think it's human nature to want to belong in a community, especially for those who work in professions like police officers and corrections officers, where they put their lives at risk every day and face significant pressure from the public regarding safety, expectations, and even due to current events. Therefore, due to all this, you want the people working with you side by side to not only be equipped with the knowledge to help you but also to be willing to assist you in times of emergency. Therefore, they would need stronger bonds compared to an IT job, where you can get your job done without putting your life at risk or depending on other people to have your back when it comes down to it.
    Ecclesiastes 4:9-10 states, "Two are better than one, because they have a good return for their labor: If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up" (New International Version, 2011). The verse emphasizes the importance of working together, relying on one another, and building strong bonds with one another. For police officers and corrections officers, who face life-threatening risks and intense scrutiny from the public every day, having colleagues who are reliable and willing to support each other is crucial.

    Having said all that, loyalty and camaraderie should still not come at the expense of the police community's trust in the public. The oath you took was not just to serve each other in the line of duty, but mainly to serve the people. As stated on the San Antonio Police Department Law Enforcement Code of Ethics: "As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all persons to liberty, equality, and justice" (2010).

    **2/ You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    The longevity of our partnership does not justify my remaining silent in this case. If he has already been reprimanded for excessive use of force in the past, he should understand the gravity of his actions, and at this point, there are no excuses. Unfortunately, if he has repeated this behavior, there is a strong possibility it could escalate, as he clearly has not learned from previous consequences. It is his responsibility to reflect and change, not mine to protect his job. Therefore, I will be reporting him. I want to make it clear that if he had truly changed his behavior, this situation would not have happened again. I am doing this for his own good, to prevent him from causing further harm in case his actions escalate. I will also advocate for leadership to ensure he gets the help he needs because, at the end of the day, he is one of us and should not be left to handle situations he cannot manage on his own.

    As Galatians 6:1 reminds us, "Brothers and sisters, if someone is caught in a sin, you who live by the Spirit should restore that person gently. But watch yourselves, or you also may be tempted"  (New International Version, 2011). This verse teaches that we have a responsibility to help others correct their mistakes, but we should do it with care and kindness. If someone keeps making bad choices, it is not wrong to report or address it—it is a way to help them see the problem and prevent more harm. At the same time, we need to be careful to stay honest and not get caught up in their wrongdoing. In this situation, this means reporting the repeated misconduct is the right thing to do, both to protect others and to give the person a chance to learn from their actions.

    **3/ Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    The passage is essential for being a servant leader, as it serves as a great reminder that to embody a worldly leader, one must first serve and put the needs of others before their own, just like how Jesus Christ came to the earth not to be served for his greatness but to serve others, including the sick, the poor, the marginalized, and sinners, and even to sacrifice his own life.

    – 1
    – 2
    – 3

  • [Solved] Law – Criminal homework

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  • [Solved] Excel 1G Regional Sales

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    – ## clayton_Excel_1G_Regional_Sales.xlsx – ## Excel_1G_Regional_Sales_Instructions.docx – Excel_1G_Regional_Sales_result.jpg – Retrospect.thmx **## clayton_Excel_1G_Regional_Sales.xlsx** ## Sheet1 | | | | | | | | | | — | — | — | — | — | — | — | — | | The Easy Pantry …

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    – ## clayton_Excel_1G_Regional_Sales.xlsx

    – ## Excel_1G_Regional_Sales_Instructions.docx

    – Excel_1G_Regional_Sales_result.jpg
    – Retrospect.thmx

    **## clayton_Excel_1G_Regional_Sales.xlsx**

    ## Sheet1

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | The Easy Pantry |
    | Regional Sales to Specialty Stores |
    | | Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 | Total | % of Total Sales | Trend |
    | Northeast | 325465.5 | 410758.22 | 452877.24 | 485326.27 |
    | Southeast | 295784.87 | 301875.43 | 320983.47 | 335752.43 |
    | West | 489624.81 | 466233.87 | 469987.54 | 522874.66 |
    | Total Sales |

    **## Excel_1G_Regional_Sales_Instructions.docx**

    Grader – Instructions Excel 2021 Project

    ## **Excel_1G_Regional_Sales**

    ### **Project Description:**

    In this Excel project, you will create a new worksheet that compares annual sales to specialty stores in the U.S. by region.

    ### **Steps to Perform:**

    | | | |
    | — | — | — |
    | **Step** | **Instructions** | **Points Possible** |
    | 1 | Open the file <br>_Student_Excel_1G_Regional_Sales.xlsx_ downloaded with this project. | 0 |
    | 2 | Change the workbook Theme to Retrospect. (If the Retrospect theme is not available on your computer, in the Themes gallery, click Browse for Themes, and then select the theme <br>_Retrospect.thmx_ from your downloaded project files.) Select columns A:H and set the Column Width to <br>**14** | 4 |
    | 3 | Merge & Center the title across the range A1:H1, and then apply the Title cell style. Merge & Center the subtitle across the range A2:H2, and then apply the Heading 1 cell style. | 8 |
    | 4 | Select the seven column titles, apply Center formatting, and then apply the Heading 4 cell style. | 6 |
    | 5 | By using the Quick Analysis tool, Sum the Quarter 1 sales, and then copy the formula across for the remaining Quarters; the Quick Analysis tool formats totals in bold.<br>Mac users: use the AutoSum button and apply bold. | 9 |
    | 6 | Select the Northeast sales for the four quarters, and then display the Quick Analysis gallery for Totals. Click the second Sum option—the sixth item in the gallery—which displays the column selection in yellow. Copy the formula down through cell F7; recall that the Quick Analysis tool applies bold formatting to sums.<br>Mac users: use AutoSum button and apply Bold. | 7 |
    | 7 | Apply the Accounting Number Format to the first row of sales figures and to the total row and apply the Comma Style to the remaining sales figures. Format the totals in row 7 with the Total cell style. | 6 |
    | 8 | Insert a new row 6 with the row title <br>**Midwest** and the following sales figures for each quarter: <br>**210985.37** and <br>**218674.19** and <br>**200548.40** and <br>**220621.78** Copy the formula in cell F5 down to cell F6 to sum the new row. | 10 |
    | 9 | Using absolute cell references as necessary so that you can copy the formula, in cell G4 construct a formula to calculate the % of Total Sales for the first region. Copy the formula down for the remaining regions. | 10 |
    | 10 | To the computed percentages, apply Percent Style with no decimal places, and then center the percentages. | 8 |
    | 11 | Insert Line sparklines in the range H4:H7 that compare the quarterly data. Do not include the totals. Show the sparkline Markers and apply a style to the sparklines using the second style in the second row.<br>Mac users: apply a style to the sparklines using the first style in the second row. | 9 |
    | 12 | To compare the quarterly sales of each region visually, select the range that represents the sales figures for the four quarters, including the quarter names and each region—do not include any totals in the range. With this data selected, by using the Recommended Charts command, insert a Clustered Column chart with the regions as the category axis and the quarters as the legend. | 6 |
    | 13 | Apply Chart Style 8. Change the colors by applying the third row of colors under Colorful. Position the upper middle sizing handle of the chart on the line between column D and column E and just below row 9. | 6 |
    | 14 | Change the Chart Title to <br>**Regional Sales to Specialty Stores** | 4 |
    | 15 | Click cell A1 to deselect the chart. Change the page Orientation to Landscape. Center the worksheet Horizontally on the page, and then insert a footer with the file name in the left section. If necessary to view the data, apply AutoFit to column A. | 5 |
    | 16 | Show the document properties. As the Tags, type <br>**specialty stores, regional sales** In the Subject box, type your course name and section number. Be sure your name displays as the Author. | 2 |
    | 17 | Save and close the workbook, and then submit for grading. | 0 |

    | | |
    | — | — |
    | **Total Points** | **100** |

    Created On: 02/06/2024 1 GO22_XL_CH01_GRADER_1G_HW – Regional Sales 1.5

    **Excel_1G_Regional_Sales_result.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/excel-1g-regional-sales-result-jpg)

    **Retrospect.thmx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/retrospect-thmx-10398375)

    **Retrospect.thmx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/retrospect-thmx-10398375)

    **## clayton_Excel_1G_Regional_Sales.xlsx**

    ## Sheet1

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | The Easy Pantry |
    | Regional Sales to Specialty Stores |
    | | Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 | Total | % of Total Sales | Trend |
    | Northeast | 325465.5 | 410758.22 | 452877.24 | 485326.27 |
    | Southeast | 295784.87 | 301875.43 | 320983.47 | 335752.43 |
    | West | 489624.81 | 466233.87 | 469987.54 | 522874.66 |
    | Total Sales |

    **## Excel_1G_Regional_Sales_Instructions.docx**

    Grader – Instructions Excel 2021 Project

    ## **Excel_1G_Regional_Sales**

    ### **Project Description:**

    In this Excel project, you will create a new worksheet that compares annual sales to specialty stores in the U.S. by region.

    ### **Steps to Perform:**

    | | | |
    | — | — | — |
    | **Step** | **Instructions** | **Points Possible** |
    | 1 | Open the file <br>_Student_Excel_1G_Regional_Sales.xlsx_ downloaded with this project. | 0 |
    | 2 | Change the workbook Theme to Retrospect. (If the Retrospect theme is not available on your computer, in the Themes gallery, click Browse for Themes, and then select the theme <br>_Retrospect.thmx_ from your downloaded project files.) Select columns A:H and set the Column Width to <br>**14** | 4 |
    | 3 | Merge & Center the title across the range A1:H1, and then apply the Title cell style. Merge & Center the subtitle across the range A2:H2, and then apply the Heading 1 cell style. | 8 |
    | 4 | Select the seven column titles, apply Center formatting, and then apply the Heading 4 cell style. | 6 |
    | 5 | By using the Quick Analysis tool, Sum the Quarter 1 sales, and then copy the formula across for the remaining Quarters; the Quick Analysis tool formats totals in bold.<br>Mac users: use the AutoSum button and apply bold. | 9 |
    | 6 | Select the Northeast sales for the four quarters, and then display the Quick Analysis gallery for Totals. Click the second Sum option—the sixth item in the gallery—which displays the column selection in yellow. Copy the formula down through cell F7; recall that the Quick Analysis tool applies bold formatting to sums.<br>Mac users: use AutoSum button and apply Bold. | 7 |
    | 7 | Apply the Accounting Number Format to the first row of sales figures and to the total row and apply the Comma Style to the remaining sales figures. Format the totals in row 7 with the Total cell style. | 6 |
    | 8 | Insert a new row 6 with the row title <br>**Midwest** and the following sales figures for each quarter: <br>**210985.37** and <br>**218674.19** and <br>**200548.40** and <br>**220621.78** Copy the formula in cell F5 down to cell F6 to sum the new row. | 10 |
    | 9 | Using absolute cell references as necessary so that you can copy the formula, in cell G4 construct a formula to calculate the % of Total Sales for the first region. Copy the formula down for the remaining regions. | 10 |
    | 10 | To the computed percentages, apply Percent Style with no decimal places, and then center the percentages. | 8 |
    | 11 | Insert Line sparklines in the range H4:H7 that compare the quarterly data. Do not include the totals. Show the sparkline Markers and apply a style to the sparklines using the second style in the second row.<br>Mac users: apply a style to the sparklines using the first style in the second row. | 9 |
    | 12 | To compare the quarterly sales of each region visually, select the range that represents the sales figures for the four quarters, including the quarter names and each region—do not include any totals in the range. With this data selected, by using the Recommended Charts command, insert a Clustered Column chart with the regions as the category axis and the quarters as the legend. | 6 |
    | 13 | Apply Chart Style 8. Change the colors by applying the third row of colors under Colorful. Position the upper middle sizing handle of the chart on the line between column D and column E and just below row 9. | 6 |
    | 14 | Change the Chart Title to <br>**Regional Sales to Specialty Stores** | 4 |
    | 15 | Click cell A1 to deselect the chart. Change the page Orientation to Landscape. Center the worksheet Horizontally on the page, and then insert a footer with the file name in the left section. If necessary to view the data, apply AutoFit to column A. | 5 |
    | 16 | Show the document properties. As the Tags, type <br>**specialty stores, regional sales** In the Subject box, type your course name and section number. Be sure your name displays as the Author. | 2 |
    | 17 | Save and close the workbook, and then submit for grading. | 0 |

    | | |
    | — | — |
    | **Total Points** | **100** |

    Created On: 02/06/2024 1 GO22_XL_CH01_GRADER_1G_HW – Regional Sales 1.5

    **Excel_1G_Regional_Sales_result.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/excel-1g-regional-sales-result-jpg)

    **Retrospect.thmx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/retrospect-thmx-10398375)

    **## clayton_Excel_1G_Regional_Sales.xlsx**

    ## Sheet1

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | The Easy Pantry |
    | Regional Sales to Specialty Stores |
    | | Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 | Total | % of Total Sales | Trend |
    | Northeast | 325465.5 | 410758.22 | 452877.24 | 485326.27 |
    | Southeast | 295784.87 | 301875.43 | 320983.47 | 335752.43 |
    | West | 489624.81 | 466233.87 | 469987.54 | 522874.66 |
    | Total Sales |

    **## Excel_1G_Regional_Sales_Instructions.docx**

    Grader – Instructions Excel 2021 Project

    ## **Excel_1G_Regional_Sales**

    ### **Project Description:**

    In this Excel project, you will create a new worksheet that compares annual sales to specialty stores in the U.S. by region.

    ### **Steps to Perform:**

    | | | |
    | — | — | — |
    | **Step** | **Instructions** | **Points Possible** |
    | 1 | Open the file <br>_Student_Excel_1G_Regional_Sales.xlsx_ downloaded with this project. | 0 |
    | 2 | Change the workbook Theme to Retrospect. (If the Retrospect theme is not available on your computer, in the Themes gallery, click Browse for Themes, and then select the theme <br>_Retrospect.thmx_ from your downloaded project files.) Select columns A:H and set the Column Width to <br>**14** | 4 |
    | 3 | Merge & Center the title across the range A1:H1, and then apply the Title cell style. Merge & Center the subtitle across the range A2:H2, and then apply the Heading 1 cell style. | 8 |
    | 4 | Select the seven column titles, apply Center formatting, and then apply the Heading 4 cell style. | 6 |
    | 5 | By using the Quick Analysis tool, Sum the Quarter 1 sales, and then copy the formula across for the remaining Quarters; the Quick Analysis tool formats totals in bold.<br>Mac users: use the AutoSum button and apply bold. | 9 |
    | 6 | Select the Northeast sales for the four quarters, and then display the Quick Analysis gallery for Totals. Click the second Sum option—the sixth item in the gallery—which displays the column selection in yellow. Copy the formula down through cell F7; recall that the Quick Analysis tool applies bold formatting to sums.<br>Mac users: use AutoSum button and apply Bold. | 7 |
    | 7 | Apply the Accounting Number Format to the first row of sales figures and to the total row and apply the Comma Style to the remaining sales figures. Format the totals in row 7 with the Total cell style. | 6 |
    | 8 | Insert a new row 6 with the row title <br>**Midwest** and the following sales figures for each quarter: <br>**210985.37** and <br>**218674.19** and <br>**200548.40** and <br>**220621.78** Copy the formula in cell F5 down to cell F6 to sum the new row. | 10 |
    | 9 | Using absolute cell references as necessary so that you can copy the formula, in cell G4 construct a formula to calculate the % of Total Sales for the first region. Copy the formula down for the remaining regions. | 10 |
    | 10 | To the computed percentages, apply Percent Style with no decimal places, and then center the percentages. | 8 |
    | 11 | Insert Line sparklines in the range H4:H7 that compare the quarterly data. Do not include the totals. Show the sparkline Markers and apply a style to the sparklines using the second style in the second row.<br>Mac users: apply a style to the sparklines using the first style in the second row. | 9 |
    | 12 | To compare the quarterly sales of each region visually, select the range that represents the sales figures for the four quarters, including the quarter names and each region—do not include any totals in the range. With this data selected, by using the Recommended Charts command, insert a Clustered Column chart with the regions as the category axis and the quarters as the legend. | 6 |
    | 13 | Apply Chart Style 8. Change the colors by applying the third row of colors under Colorful. Position the upper middle sizing handle of the chart on the line between column D and column E and just below row 9. | 6 |
    | 14 | Change the Chart Title to <br>**Regional Sales to Specialty Stores** | 4 |
    | 15 | Click cell A1 to deselect the chart. Change the page Orientation to Landscape. Center the worksheet Horizontally on the page, and then insert a footer with the file name in the left section. If necessary to view the data, apply AutoFit to column A. | 5 |
    | 16 | Show the document properties. As the Tags, type <br>**specialty stores, regional sales** In the Subject box, type your course name and section number. Be sure your name displays as the Author. | 2 |
    | 17 | Save and close the workbook, and then submit for grading. | 0 |

    | | |
    | — | — |
    | **Total Points** | **100** |

    Created On: 02/06/2024 1 GO22_XL_CH01_GRADER_1G_HW – Regional Sales 1.5

    **Excel_1G_Regional_Sales_result.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/excel-1g-regional-sales-result-jpg)

    **Retrospect.thmx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/retrospect-thmx-10398375)

    – 1
    – 2
    – 3
    – 4

  • [Solved] 2-2 Journal: Juvenile Versus Adult: Integrity, Authority, and Discretionary Power

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    Executive Solution Overview

    Please review the attachment below for assignment details. – ## ModuleTwoJournalAssignmentGuidelinesandRubric.html.zip **## ModuleTwoJournalAssignmentGuidelinesandRubric.html.zip** ## Module Two Journal Assignment Guidelines and Rubric.html ## CJ 230 Module Two Journal Assignment Guidelines and Rubr…

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    Please review the attachment below for assignment details.

    – ## ModuleTwoJournalAssignmentGuidelinesandRubric.html.zip

    **## ModuleTwoJournalAssignmentGuidelinesandRubric.html.zip**

    ## Module Two Journal Assignment Guidelines and Rubric.html

    ## CJ 230 Module Two Journal Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will explore the roles integrity, authority, and discretionary power play when addressing an adult defendant and a juvenile defendant.

    ### Prompt

    Now that you’ve reviewed the resources about integrity, authority, and discretionary power, you are familiar with the definition of each and the relationship among them. In this 350- to 500-word journal entry, address the following:

    – Explain the relationship between integrity, authority, and discretionary power:

    – Define each: integrity, authority, and discretionary power.
    – Compare and contrast each: How are they different? How are they similar? How are they connected?
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant.
    – Explain the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant:

    – Does one play a more vital role than others in either instance?
    – Provide a rationale as to why changes occur when going from adult to juvenile or vice versa.

    Specifically, the following rubric criteria must be addressed:

    – Explain the relationship between integrity, authority, and discretionary power.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant.
    – Explain the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant.

    ### What to Submit

    This assignment should be 350–500 words in length. Any references must be cited in APA format. Consult the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on citations.

    Note: For journal assignments, you can receive a meets expectations, partially meets expectations, or does not meet expectations score on each of your rubric criteria. There is no exceeds expectations score for this assignment because you will receive feedback and make revisions to improve beyond expectations in these concepts.

    ### Module Two Journal Assignment Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (85%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Clear Communication | 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 |
    | Relationship Between Integrity, Authority, and Discretionary Power | Explains the relationship between integrity, authority, and discretionary power | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Roles: Adult | Describes the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Roles: Juvenile | Describes the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Differences in Roles: Adult Versus Juvenile | Explains the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Citation/ Attributions | 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% |

    **## ModuleTwoJournalAssignmentGuidelinesandRubric.html.zip**

    ## Module Two Journal Assignment Guidelines and Rubric.html

    ## CJ 230 Module Two Journal Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will explore the roles integrity, authority, and discretionary power play when addressing an adult defendant and a juvenile defendant.

    ### Prompt

    Now that you’ve reviewed the resources about integrity, authority, and discretionary power, you are familiar with the definition of each and the relationship among them. In this 350- to 500-word journal entry, address the following:

    – Explain the relationship between integrity, authority, and discretionary power:

    – Define each: integrity, authority, and discretionary power.
    – Compare and contrast each: How are they different? How are they similar? How are they connected?
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant.
    – Explain the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant:

    – Does one play a more vital role than others in either instance?
    – Provide a rationale as to why changes occur when going from adult to juvenile or vice versa.

    Specifically, the following rubric criteria must be addressed:

    – Explain the relationship between integrity, authority, and discretionary power.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant.
    – Describe the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant.
    – Explain the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant.

    ### What to Submit

    This assignment should be 350–500 words in length. Any references must be cited in APA format. Consult the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on citations.

    Note: For journal assignments, you can receive a meets expectations, partially meets expectations, or does not meet expectations score on each of your rubric criteria. There is no exceeds expectations score for this assignment because you will receive feedback and make revisions to improve beyond expectations in these concepts.

    ### Module Two Journal Assignment Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (85%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Clear Communication | 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 |
    | Relationship Between Integrity, Authority, and Discretionary Power | Explains the relationship between integrity, authority, and discretionary power | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Roles: Adult | Describes the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing an adult defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Roles: Juvenile | Describes the roles integrity, authority, and discretionary power play in all aspects of criminal justice when addressing a juvenile defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Differences in Roles: Adult Versus Juvenile | Explains the differences in the roles integrity, authority, and discretionary power play when addressing an adult defendant versus addressing a juvenile defendant | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Citation/ Attributions | 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] Law – Criminal 2-1 Module Two Assignment: Exploration of Predictive Policing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see below for assignment details. – ## ModuleTwoAssignmentGuidelinesandRubric.html.zip **## ModuleTwoAssignmentGuidelinesandRubric.html.zip** ## Module Two Assignment Guidelines and Rubric.html ## CJ 305 Module Two Assignment Guidelines and Rubric ### Overview In this assignment, you will exp…

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    – ## ModuleTwoAssignmentGuidelinesandRubric.html.zip

    **## ModuleTwoAssignmentGuidelinesandRubric.html.zip**

    ## Module Two Assignment Guidelines and Rubric.html

    ## CJ 305 Module Two Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will explore elements of predictive policing. You will research a crime map of either your own city, a major city nearby, or any major city of your choice and explore other crime databases that are available. Analysts use this data for many purposes including identifying crime patterns to make your neighborhood safer.

    ### Prompt

    In this module, you have explored data collection and advancements in technology. You will now explore crime maps and additional databases created and maintained by local law enforcement that aid in decision making to identify crime patterns. For example, here is a
    [crime map](http://gis.chicagopolice.org/) of Chicago. The Chicago police department provides these
    [online services](https://home.chicagopolice.org/services/). This is the type of information you will be locating and using for this assignment. When starting your search, begin by looking up your selected city’s police department website. If you would prefer, you can use this
    [crime map](https://www.neighborhoodscout.com/il/peoria/crime) of Peoria, Illinois for your assignment. This application of knowledge will help you prepare for Project One in Module Five, where you will analyze predictive policing in a real-world scenario.

    – First, identify the crime map of your chosen city. Share the link in your assignment.
    – Next, identify other databases that are available (for example, gang member database, sex offender database, gun registry). Share the link(s) in your assignment.
    – Then, address the following questions:

    – What crime map data and other services can you find?

    – What data do you have access to?
    – What services are provided?

    – Does the information provided promote transparency or accountability?
    – How would you describe the experience of navigating the site and browsing its information?

    – Is the site user friendly?
    – Would you use it again outside of this class?
    – Does the site promote accessibility to the police?

    Specifically, the following rubric criteria must be addressed:

    – Identify the crime map of your chosen city and share the link in your assignment.
    – Identify other databases that are available and share the links in your assignment.
    – Describe the crime map data and other services available.
    – Analyze the information provided to determine if it promotes transparency or accountability.
    – Describe the experience of navigating the site and browsing its information.

    ### What to Submit

    This assignment should be 300–400 words in length. Any references should be cited in APA style. For more information on APA style, review the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa).

    ### Module Two Assignment Rubric

    | Criteria | Exceeds Expectations | Meets Expectations | Partially Meets Expectations | Does Not Meet Expectations | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding (100%) | Consistently and effectively communicates in an organized way to a specific audience (85%) | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding (55%) | Shows no evidence of consistent, effective, or organized communication (0%) | 15 |
    | Crime Map | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Identifies the crime map of a chosen city and shares the link in the assignment (85%) | N/A | Does not attempt criterion (0%) | 16 |
    | Other Databases | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Identifies other databases that are available and shares the links in the assignment (85%) | N/A | Does not attempt criterion (0%) | 16 |
    | Crime Map Data | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Describes the crime map data and other services available (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing the crime map data and other services available (55%) | Does not attempt criterion (0%) | 16 |
    | Transparency or Accountability | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Analyzes the information provided to determine if it promotes transparency or accountability (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in determining if the information provided promotes transparency or accountability (55%) | Does not attempt criterion (0%) | 16 |
    | Navigation | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Describes the experience of navigating the site and browsing its information (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in describing if the site was user friendly, if student would use it again, or if the site promotes accessibility to the police (55%) | Does not attempt criterion (0%) | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors (100%) | Uses citations for ideas requiring attribution (85%) | Uses citations for ideas requiring attribution, with major errors (55%) | Does not use citations for ideas requiring attribution (0%) | 5 |
    | Total: | 100% |

    **## ModuleTwoAssignmentGuidelinesandRubric.html.zip**

    ## Module Two Assignment Guidelines and Rubric.html

    ## CJ 305 Module Two Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will explore elements of predictive policing. You will research a crime map of either your own city, a major city nearby, or any major city of your choice and explore other crime databases that are available. Analysts use this data for many purposes including identifying crime patterns to make your neighborhood safer.

    ### Prompt

    In this module, you have explored data collection and advancements in technology. You will now explore crime maps and additional databases created and maintained by local law enforcement that aid in decision making to identify crime patterns. For example, here is a
    [crime map](http://gis.chicagopolice.org/) of Chicago. The Chicago police department provides these
    [online services](https://home.chicagopolice.org/services/). This is the type of information you will be locating and using for this assignment. When starting your search, begin by looking up your selected city’s police department website. If you would prefer, you can use this
    [crime map](https://www.neighborhoodscout.com/il/peoria/crime) of Peoria, Illinois for your assignment. This application of knowledge will help you prepare for Project One in Module Five, where you will analyze predictive policing in a real-world scenario.

    – First, identify the crime map of your chosen city. Share the link in your assignment.
    – Next, identify other databases that are available (for example, gang member database, sex offender database, gun registry). Share the link(s) in your assignment.
    – Then, address the following questions:

    – What crime map data and other services can you find?

    – What data do you have access to?
    – What services are provided?

    – Does the information provided promote transparency or accountability?
    – How would you describe the experience of navigating the site and browsing its information?

    – Is the site user friendly?
    – Would you use it again outside of this class?
    – Does the site promote accessibility to the police?

    Specifically, the following rubric criteria must be addressed:

    – Identify the crime map of your chosen city and share the link in your assignment.
    – Identify other databases that are available and share the links in your assignment.
    – Describe the crime map data and other services available.
    – Analyze the information provided to determine if it promotes transparency or accountability.
    – Describe the experience of navigating the site and browsing its information.

    ### What to Submit

    This assignment should be 300–400 words in length. Any references should be cited in APA style. For more information on APA style, review the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa).

    ### Module Two Assignment Rubric

    | Criteria | Exceeds Expectations | Meets Expectations | Partially Meets Expectations | Does Not Meet Expectations | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding (100%) | Consistently and effectively communicates in an organized way to a specific audience (85%) | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding (55%) | Shows no evidence of consistent, effective, or organized communication (0%) | 15 |
    | Crime Map | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Identifies the crime map of a chosen city and shares the link in the assignment (85%) | N/A | Does not attempt criterion (0%) | 16 |
    | Other Databases | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Identifies other databases that are available and shares the links in the assignment (85%) | N/A | Does not attempt criterion (0%) | 16 |
    | Crime Map Data | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Describes the crime map data and other services available (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing the crime map data and other services available (55%) | Does not attempt criterion (0%) | 16 |
    | Transparency or Accountability | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Analyzes the information provided to determine if it promotes transparency or accountability (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in determining if the information provided promotes transparency or accountability (55%) | Does not attempt criterion (0%) | 16 |
    | Navigation | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Describes the experience of navigating the site and browsing its information (85%) | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in describing if the site was user friendly, if student would use it again, or if the site promotes accessibility to the police (55%) | Does not attempt criterion (0%) | 16 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors (100%) | Uses citations for ideas requiring attribution (85%) | Uses citations for ideas requiring attribution, with major errors (55%) | Does not use citations for ideas requiring attribution (0%) | 5 |
    | Total: | 100% |

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