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Category: Jurisprudence & Legal Studies

  • [Solved] 1 pg paper

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    APA format

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  • [Solved] Write a Summary of literature about the research question what roles do rape myths play in promoting victim blaming?

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) in the attached file is the rubric and what the assignment is **files (1)** – ## Document21.pdf **## Document21.pdf** You must select at least five peer-reviewed, empirical articles that provide access to appropriate and schol…

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    in the attached file is the rubric and what the assignment is

    **files (1)**

    – ## Document21.pdf

    **## Document21.pdf**

    You must select at least five peer-reviewed, empirical articles that provide access to
    appropriate and scholarly sources. The title of your paper should be your research
    question, and it should appear on a separate title page (the title page you included in
    Homework 1 and edited for Homework 2). Your final paper should consist of both your
    annotated bibliography and a summary of the literature, and it should be approximately
    7–8 pages in length, double-spaced, using 12-point Times New Roman font and 1-inch
    margins. Both the annotated bibliography and the summary of the literature should be
    written in complete, coherent paragraphs, not as bullet points or in a question-and-
    answer format. Your paper submission will generally follow this format: a title page (1
    page), an annotated bibliography (approximately 2–2.5 pages), and a summary of the
    literature (approximately 4 pages). You are not required to submit a reference page, as
    long as you include the full APA citation in the annotated bibliography.

    You are required to complete both an annotated bibliography and a summary of the
    literature, as they are not the same. The annotated bibliography consists of brief
    paragraph summaries highlighting the main points and relevance of each article, while
    the summary of the literature connects and synthesizes those findings to answer your
    research question.

    The summary of the literature should include an introduction that briefly outlines your
    research question and previews the discussion. The body of your paper should
    synthesize and discuss findings from your selected sources to answer your research
    question. The body of the summary of the literature should synthesize the findings by
    discussing the articles in relation to one another, rather than presenting them individually
    or in the order of the annotated bibliography. The conclusion should summarize the key
    points from your discussion and, if relevant, suggest next steps for research or practice.

    **## Document21.pdf**

    You must select at least five peer-reviewed, empirical articles that provide access to
    appropriate and scholarly sources. The title of your paper should be your research
    question, and it should appear on a separate title page (the title page you included in
    Homework 1 and edited for Homework 2). Your final paper should consist of both your
    annotated bibliography and a summary of the literature, and it should be approximately
    7–8 pages in length, double-spaced, using 12-point Times New Roman font and 1-inch
    margins. Both the annotated bibliography and the summary of the literature should be
    written in complete, coherent paragraphs, not as bullet points or in a question-and-
    answer format. Your paper submission will generally follow this format: a title page (1
    page), an annotated bibliography (approximately 2–2.5 pages), and a summary of the
    literature (approximately 4 pages). You are not required to submit a reference page, as
    long as you include the full APA citation in the annotated bibliography.

    You are required to complete both an annotated bibliography and a summary of the
    literature, as they are not the same. The annotated bibliography consists of brief
    paragraph summaries highlighting the main points and relevance of each article, while
    the summary of the literature connects and synthesizes those findings to answer your
    research question.

    The summary of the literature should include an introduction that briefly outlines your
    research question and previews the discussion. The body of your paper should
    synthesize and discuss findings from your selected sources to answer your research
    question. The body of the summary of the literature should synthesize the findings by
    discussing the articles in relation to one another, rather than presenting them individually
    or in the order of the annotated bibliography. The conclusion should summarize the key
    points from your discussion and, if relevant, suggest next steps for research or practice.

  • [Solved] See attachment

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **files (1)** – ## Unit3.docx **## Unit3.docx** CoM Public CoM Public CoM Public Key Concepts: Attempt: substantial steps, self-defense, stand your ground laws. Capstone Cases: Tennessee v. Reeves, United States v. Gladish, Un…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **files (1)**

    – ## Unit3.docx

    **## Unit3.docx**

    CoM Public

    CoM Public

    CoM Public

    Key Concepts: Attempt: substantial steps, self-defense, stand your ground laws.

    Capstone Cases: Tennessee v. Reeves, United States v. Gladish, United States v. Thomas, State of Florida v. George Zimmerman

    Assignment: The completes must be in essay format and include a title section, introduction paragraph, appropriate headings and Reference section. I expect perfect APA technique. The minimum requirement is five (5) scholarly sources, one of these must be a peer reviewed journal article published in the past 7 years. The textbook may count as one source. In Complete essays 1-7, there is a minimum of a 2,000- word count overall. Word counts are based on content only; references are not included in the word count assessment.

    The narrative essay should clearly define the key concepts of
    _Attempt: substantial steps, self-defense_, and
    _stand your ground_ _laws_ and will apply these principles to the Capstone cases of
    _Tennessee v. Reeves, United States v. Gladish_,
    _United States v. Thomas,_ and
    _State of Florida v. George Zimmerman._ Your response will include the overview of the cases and will also need to address each question or statement listed below in an essay format.

    · In the Capstone Case of
    _Tennessee v. Reeves,_ Tracie Reeves and Molly Coffman, both twelve years of age and students at West Carroll Middle School, spoke on the telephone and decided to kill their homeroom teacher, Janice Geiger. The girls agreed that Coffman would bring rat poison to school the following day so that it could be placed in Geiger’s drink. The girls also agreed that they would thereafter steal Geiger’s car and drive to the Smoky Mountains. Reeves then contacted Dean Foutch, a local high school student, informed him of the plan, and asked him to drive Geiger’s car. Foutch refused this request. Reeves and Coffman were found to be delinquent by a Juvenile Court based on a conviction of attempt to commit second-degree murder. The question is whether the students engaged in enough activity to constitute an attempt offense. Did you find enough evidence that the girls had taken a substantial step toward the commission of a targeted offense?

    · What test does the court establish for Tennessee to determine if a substantial step has been taken?

    · Do you find that the court, in using common law rules of construction, modifies the legislative enactment of the attempt statute?

    · Read and compare the court’s opinion in
    _United States v. Gladish_, 536 F.3d 646 (7th Cir. 2008), involving an alleged attempt to have sexual conduct with a minor. What factors did the court consider in determining whether Gladish engaged in a substantial step toward sexual activity with a minor?

    · In the Capstone Case of
    _United States v. Thomas,_ On October 30th, 1990, Wallie Howard, a Syracuse police officer working undercover for the Federal Drug Enforcement Administration (DEA), was shot and killed during a cocaine “buy-bust” taking place in the parking lot of “Mario’s Big M Market” in Syracuse. The defendants charged with Officer Howard’s death tried to assert a self-defense claim at trial, but the court refused this request. Lawrence fired at Agent Howard and killed him after Howard had already drawn his weapon and fired. Why was Lawrence unable to claim self-defense in the shooting?

    · In this case, the U. S. Court of Appeals for the Second Circuit said: “It has long been accepted that one cannot support a claim of self-defense by a self-generated necessity to kill.” What is the logic behind this principle?

    · Do you agree with it?

    · How does this case compare to the jury verdict in
    _State of Florida v. George Zimmerman_ (aka the Travon Martin case)?

    · Determine whether your home state has a “stand-your-ground” law that allows defendants to assert self-defense in cases where they might have been able to safely avoid a confrontation. If your state does not have such a law, locate the stand-your-ground law in Florida. After reading the law, identify the elements a criminal defendant must meet in order to successfully present a stand-your-ground defense.

    **## Unit3.docx**

    CoM Public

    CoM Public

    CoM Public

    Key Concepts: Attempt: substantial steps, self-defense, stand your ground laws.

    Capstone Cases: Tennessee v. Reeves, United States v. Gladish, United States v. Thomas, State of Florida v. George Zimmerman

    Assignment: The completes must be in essay format and include a title section, introduction paragraph, appropriate headings and Reference section. I expect perfect APA technique. The minimum requirement is five (5) scholarly sources, one of these must be a peer reviewed journal article published in the past 7 years. The textbook may count as one source. In Complete essays 1-7, there is a minimum of a 2,000- word count overall. Word counts are based on content only; references are not included in the word count assessment.

    The narrative essay should clearly define the key concepts of
    _Attempt: substantial steps, self-defense_, and
    _stand your ground_ _laws_ and will apply these principles to the Capstone cases of
    _Tennessee v. Reeves, United States v. Gladish_,
    _United States v. Thomas,_ and
    _State of Florida v. George Zimmerman._ Your response will include the overview of the cases and will also need to address each question or statement listed below in an essay format.

    · In the Capstone Case of
    _Tennessee v. Reeves,_ Tracie Reeves and Molly Coffman, both twelve years of age and students at West Carroll Middle School, spoke on the telephone and decided to kill their homeroom teacher, Janice Geiger. The girls agreed that Coffman would bring rat poison to school the following day so that it could be placed in Geiger’s drink. The girls also agreed that they would thereafter steal Geiger’s car and drive to the Smoky Mountains. Reeves then contacted Dean Foutch, a local high school student, informed him of the plan, and asked him to drive Geiger’s car. Foutch refused this request. Reeves and Coffman were found to be delinquent by a Juvenile Court based on a conviction of attempt to commit second-degree murder. The question is whether the students engaged in enough activity to constitute an attempt offense. Did you find enough evidence that the girls had taken a substantial step toward the commission of a targeted offense?

    · What test does the court establish for Tennessee to determine if a substantial step has been taken?

    · Do you find that the court, in using common law rules of construction, modifies the legislative enactment of the attempt statute?

    · Read and compare the court’s opinion in
    _United States v. Gladish_, 536 F.3d 646 (7th Cir. 2008), involving an alleged attempt to have sexual conduct with a minor. What factors did the court consider in determining whether Gladish engaged in a substantial step toward sexual activity with a minor?

    · In the Capstone Case of
    _United States v. Thomas,_ On October 30th, 1990, Wallie Howard, a Syracuse police officer working undercover for the Federal Drug Enforcement Administration (DEA), was shot and killed during a cocaine “buy-bust” taking place in the parking lot of “Mario’s Big M Market” in Syracuse. The defendants charged with Officer Howard’s death tried to assert a self-defense claim at trial, but the court refused this request. Lawrence fired at Agent Howard and killed him after Howard had already drawn his weapon and fired. Why was Lawrence unable to claim self-defense in the shooting?

    · In this case, the U. S. Court of Appeals for the Second Circuit said: “It has long been accepted that one cannot support a claim of self-defense by a self-generated necessity to kill.” What is the logic behind this principle?

    · Do you agree with it?

    · How does this case compare to the jury verdict in
    _State of Florida v. George Zimmerman_ (aka the Travon Martin case)?

    · Determine whether your home state has a “stand-your-ground” law that allows defendants to assert self-defense in cases where they might have been able to safely avoid a confrontation. If your state does not have such a law, locate the stand-your-ground law in Florida. After reading the law, identify the elements a criminal defendant must meet in order to successfully present a stand-your-ground defense.

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

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  • [Solved] Bibliography

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **files (1)** – ## MyArticles.docx **## MyArticles.docx** My Articles Background 1). Lamb, H. R., Weinberger, L. E., & DeCuir Jr, W. J. (2002). The police and mental health. Psychiatric services, 53(10), 1266-1271. 2). Arthur,…

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **files (1)**

    – ## MyArticles.docx

    **## MyArticles.docx**

    My Articles

    Background

    1). Lamb, H. R., Weinberger, L. E., & DeCuir Jr, W. J. (2002). The police and mental health. Psychiatric services, 53(10), 1266-1271.

    2). Arthur, J. A., & Case, C. E. (1994). Race, class and support for police use of force. Crime, Law and Social Change, 21(2), 167-182.

    Fully Related

    1). Prenzler, T., Porter, L., & Alpert, G. P. (2013). Reducing police use of force: Case studies and prospects.
    _Aggression and Violent Behavior_,
    _18_(2), 343-356.

    2). McLean, K., Bussey, T., Nix, J., Rojek, J., & Alpert, G. P. (2026). Police de-escalation training and its effects on communication: Evidence from an experimental evaluation.
    _Journal of Criminal Justice_,
    _102_, 102598.

    3). Wright, J. E., & Headley, A. M. (2020). Police use of force interactions: Is race relevant or gender germane?.
    _The American review of public administration_,
    _50_(8), 851-864.

    4). Rajakaruna, N., Henry, P. J., Cutler, A., & Fairman, G. (2017). Ensuring the validity of police use of force training.
    _Police Practice and Research_,
    _18_(5), 507-521.

    5). Engel, R. S., McManus, H. D., & Herold, T. D. (2020). Does de‐escalation training work? A systematic review and call for evidence in police use‐of‐force reform.
    _Criminology & Public Policy_,
    _19_(3), 721-759.

    6). Mugford, R., Corey, S., & Bennell, C. (2013). Improving police training from a cognitive load perspective. Policing: An International Journal of Police Strategies & Management, 36(2), 312-337.

    7). Boehme, H. M., & Schnell, C. (2022). Why did the use of force go up? Investigating the unexpected impact of a body-worn camera program on a use of force time series. Journal of criminal justice, 82, 101944

    8). Henstock, D., & Ariel, B. (2017). Testing the effects of police body-worn cameras on use of force during arrests: A randomised controlled trial in a large British police force. European journal of criminology, 14(6), 720-750.

    9). Ariel, B., Farrar, W. A., & Sutherland, A. (2015). The effect of police body-worn cameras on use of force and citizens’ complaints against the police: A randomized controlled trial. Journal of quantitative criminology, 31(3), 509-535.

    10). Arthur, J. A., & Case, C. E. (1994). Race, class and support for police use of force. Crime, Law and Social Change, 21(2), 167-182.

    11). Andersen, J. P., & Gustafsberg, H. (2016). A training method to improve police use of force decision making: a randomized controlled trial.
    _SAGE open_,
    _6_(2), 2158244016638708.

    12). Terrill, W., & Paoline III, E. A. (2017). Police use of less lethal force: does administrative policy matter?.
    _Justice quarterly_,
    _34_(2), 193-216.

    13). Trudeau, J. (2022). Limiting aggressive policing can reduce police and civilian violence.
    _World development_,
    _160_, 105961.

    14). Grant, J. D., & Grant, J. (1996). Officer selection and the prevention of abuse of force.
    _Police violence: Understanding and controlling police abuse of force_, 150-164.

    15). Khanizadeh, A. J., Bennell, C., & McGale, H. (2025). Improving understanding of police use of force.
    _Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement_.

    **## MyArticles.docx**

    My Articles

    Background

    1). Lamb, H. R., Weinberger, L. E., & DeCuir Jr, W. J. (2002). The police and mental health. Psychiatric services, 53(10), 1266-1271.

    2). Arthur, J. A., & Case, C. E. (1994). Race, class and support for police use of force. Crime, Law and Social Change, 21(2), 167-182.

    Fully Related

    1). Prenzler, T., Porter, L., & Alpert, G. P. (2013). Reducing police use of force: Case studies and prospects.
    _Aggression and Violent Behavior_,
    _18_(2), 343-356.

    2). McLean, K., Bussey, T., Nix, J., Rojek, J., & Alpert, G. P. (2026). Police de-escalation training and its effects on communication: Evidence from an experimental evaluation.
    _Journal of Criminal Justice_,
    _102_, 102598.

    3). Wright, J. E., & Headley, A. M. (2020). Police use of force interactions: Is race relevant or gender germane?.
    _The American review of public administration_,
    _50_(8), 851-864.

    4). Rajakaruna, N., Henry, P. J., Cutler, A., & Fairman, G. (2017). Ensuring the validity of police use of force training.
    _Police Practice and Research_,
    _18_(5), 507-521.

    5). Engel, R. S., McManus, H. D., & Herold, T. D. (2020). Does de‐escalation training work? A systematic review and call for evidence in police use‐of‐force reform.
    _Criminology & Public Policy_,
    _19_(3), 721-759.

    6). Mugford, R., Corey, S., & Bennell, C. (2013). Improving police training from a cognitive load perspective. Policing: An International Journal of Police Strategies & Management, 36(2), 312-337.

    7). Boehme, H. M., & Schnell, C. (2022). Why did the use of force go up? Investigating the unexpected impact of a body-worn camera program on a use of force time series. Journal of criminal justice, 82, 101944

    8). Henstock, D., & Ariel, B. (2017). Testing the effects of police body-worn cameras on use of force during arrests: A randomised controlled trial in a large British police force. European journal of criminology, 14(6), 720-750.

    9). Ariel, B., Farrar, W. A., & Sutherland, A. (2015). The effect of police body-worn cameras on use of force and citizens’ complaints against the police: A randomized controlled trial. Journal of quantitative criminology, 31(3), 509-535.

    10). Arthur, J. A., & Case, C. E. (1994). Race, class and support for police use of force. Crime, Law and Social Change, 21(2), 167-182.

    11). Andersen, J. P., & Gustafsberg, H. (2016). A training method to improve police use of force decision making: a randomized controlled trial.
    _SAGE open_,
    _6_(2), 2158244016638708.

    12). Terrill, W., & Paoline III, E. A. (2017). Police use of less lethal force: does administrative policy matter?.
    _Justice quarterly_,
    _34_(2), 193-216.

    13). Trudeau, J. (2022). Limiting aggressive policing can reduce police and civilian violence.
    _World development_,
    _160_, 105961.

    14). Grant, J. D., & Grant, J. (1996). Officer selection and the prevention of abuse of force.
    _Police violence: Understanding and controlling police abuse of force_, 150-164.

    15). Khanizadeh, A. J., Bennell, C., & McGale, H. (2025). Improving understanding of police use of force.
    _Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement_.

  • [Solved] Criminal Justice

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **files (1)** – ## MyArticles.docx **## MyArticles.docx** My Articles Background 1). Lamb, H. R., Weinberger, L. E., & DeCuir Jr, W. J. (2002). The police and mental health. Psychiatric services, 53(10), 1266-1271. 2). Arthur,…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **files (1)**

    – ## MyArticles.docx

    **## MyArticles.docx**

    My Articles

    Background

    1). Lamb, H. R., Weinberger, L. E., & DeCuir Jr, W. J. (2002). The police and mental health. Psychiatric services, 53(10), 1266-1271.

    2). Arthur, J. A., & Case, C. E. (1994). Race, class and support for police use of force. Crime, Law and Social Change, 21(2), 167-182.

    Fully Related

    1). Prenzler, T., Porter, L., & Alpert, G. P. (2013). Reducing police use of force: Case studies and prospects.
    _Aggression and Violent Behavior_,
    _18_(2), 343-356.

    2). McLean, K., Bussey, T., Nix, J., Rojek, J., & Alpert, G. P. (2026). Police de-escalation training and its effects on communication: Evidence from an experimental evaluation.
    _Journal of Criminal Justice_,
    _102_, 102598.

    3). Wright, J. E., & Headley, A. M. (2020). Police use of force interactions: Is race relevant or gender germane?.
    _The American review of public administration_,
    _50_(8), 851-864.

    4). Rajakaruna, N., Henry, P. J., Cutler, A., & Fairman, G. (2017). Ensuring the validity of police use of force training.
    _Police Practice and Research_,
    _18_(5), 507-521.

    5). Engel, R. S., McManus, H. D., & Herold, T. D. (2020). Does de‐escalation training work? A systematic review and call for evidence in police use‐of‐force reform.
    _Criminology & Public Policy_,
    _19_(3), 721-759.

    6). Mugford, R., Corey, S., & Bennell, C. (2013). Improving police training from a cognitive load perspective. Policing: An International Journal of Police Strategies & Management, 36(2), 312-337.

    7). Boehme, H. M., & Schnell, C. (2022). Why did the use of force go up? Investigating the unexpected impact of a body-worn camera program on a use of force time series. Journal of criminal justice, 82, 101944

    8). Henstock, D., & Ariel, B. (2017). Testing the effects of police body-worn cameras on use of force during arrests: A randomised controlled trial in a large British police force. European journal of criminology, 14(6), 720-750.

    9). Ariel, B., Farrar, W. A., & Sutherland, A. (2015). The effect of police body-worn cameras on use of force and citizens’ complaints against the police: A randomized controlled trial. Journal of quantitative criminology, 31(3), 509-535.

    10). Arthur, J. A., & Case, C. E. (1994). Race, class and support for police use of force. Crime, Law and Social Change, 21(2), 167-182.

    11). Andersen, J. P., & Gustafsberg, H. (2016). A training method to improve police use of force decision making: a randomized controlled trial.
    _SAGE open_,
    _6_(2), 2158244016638708.

    12). Terrill, W., & Paoline III, E. A. (2017). Police use of less lethal force: does administrative policy matter?.
    _Justice quarterly_,
    _34_(2), 193-216.

    13). Trudeau, J. (2022). Limiting aggressive policing can reduce police and civilian violence.
    _World development_,
    _160_, 105961.

    14). Grant, J. D., & Grant, J. (1996). Officer selection and the prevention of abuse of force.
    _Police violence: Understanding and controlling police abuse of force_, 150-164.

    15). Khanizadeh, A. J., Bennell, C., & McGale, H. (2025). Improving understanding of police use of force.
    _Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement_.

    **## MyArticles.docx**

    My Articles

    Background

    1). Lamb, H. R., Weinberger, L. E., & DeCuir Jr, W. J. (2002). The police and mental health. Psychiatric services, 53(10), 1266-1271.

    2). Arthur, J. A., & Case, C. E. (1994). Race, class and support for police use of force. Crime, Law and Social Change, 21(2), 167-182.

    Fully Related

    1). Prenzler, T., Porter, L., & Alpert, G. P. (2013). Reducing police use of force: Case studies and prospects.
    _Aggression and Violent Behavior_,
    _18_(2), 343-356.

    2). McLean, K., Bussey, T., Nix, J., Rojek, J., & Alpert, G. P. (2026). Police de-escalation training and its effects on communication: Evidence from an experimental evaluation.
    _Journal of Criminal Justice_,
    _102_, 102598.

    3). Wright, J. E., & Headley, A. M. (2020). Police use of force interactions: Is race relevant or gender germane?.
    _The American review of public administration_,
    _50_(8), 851-864.

    4). Rajakaruna, N., Henry, P. J., Cutler, A., & Fairman, G. (2017). Ensuring the validity of police use of force training.
    _Police Practice and Research_,
    _18_(5), 507-521.

    5). Engel, R. S., McManus, H. D., & Herold, T. D. (2020). Does de‐escalation training work? A systematic review and call for evidence in police use‐of‐force reform.
    _Criminology & Public Policy_,
    _19_(3), 721-759.

    6). Mugford, R., Corey, S., & Bennell, C. (2013). Improving police training from a cognitive load perspective. Policing: An International Journal of Police Strategies & Management, 36(2), 312-337.

    7). Boehme, H. M., & Schnell, C. (2022). Why did the use of force go up? Investigating the unexpected impact of a body-worn camera program on a use of force time series. Journal of criminal justice, 82, 101944

    8). Henstock, D., & Ariel, B. (2017). Testing the effects of police body-worn cameras on use of force during arrests: A randomised controlled trial in a large British police force. European journal of criminology, 14(6), 720-750.

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    Discuss whether you think good policy and procedures are the solutions to civil liability or is it the fear of civil liability, specifically lawsuits, that leads to better and safer law enforcement. As part of your discussion, include commentary about whether external factors play a role in nullifying good policy and procedures. Cite past or current examples and/or cases that support your discussion points.

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