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[Solved] week 8

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discussion/ paper – ## week8.docx – ## Assignment8-MSCJ535ADE-BUDGETINGANDPLANNINGFORCRIMINAL.pdf **## week8.docx** 1 5 Week 8 510 discussion 1 (250 words) In Chapter 13, the authors make the case for and against community-based corrections. Discuss the benefits and challenges of this approach while…

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Assignment Prompt & Instructions

discussion/ paper

– ## week8.docx

– ## Assignment8-MSCJ535ADE-BUDGETINGANDPLANNINGFORCRIMINAL.pdf

**## week8.docx**

1

5

Week 8 510 discussion 1 (250 words)

In Chapter 13, the authors make the case for and against community-based corrections. Discuss the benefits and challenges of this approach while considering the justifications made by the authors. Ultimately, what is your view and why?

Souryal, S. S., & Whitehead, J. T. (2019). Ethics in Criminal Justice (7th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9780429682162

Week 8 535 discussion 2 (250 words)

If you have a performance budget prepared to show the allocations accomplishing each objective, why would you need a line item budget?

Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget Tools: Financial Methods in the Public Sector (2nd ed.). SAGE Publications, Inc. (US). https://ccis.vitalsource.com/books/9781483324050

**Week 8 535 paper**

Create a budget assessment checklist with at least six criteria based on the budgeting principles you have studied over the past seven weeks. Your checklist should reflect insights from your previous readings and reviews of public agency budgets, with criteria such as whether a statement of need is included or if performance objectives are measurable. Identify the type of budget you are measuring, then apply your checklist to an actual government agency’s budget. For each criterion, explain the results, for example, “a performance objective is not measurable because…”. Present the checklist in a spreadsheet or chart format, including space for your assessment comments.

Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget Tools: Financial Methods in the Public Sector (2nd ed.). SAGE Publications, Inc. (US). https://ccis.vitalsource.com/books/9781483324050

**## Assignment8-MSCJ535ADE-BUDGETINGANDPLANNINGFORCRIMINAL.pdf**

11/23/25, 9:44 PMAssignment 8 – MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL – Columbia College of Missouri

Page 1 of 2https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2096475&grpid=0&isprv=0&bp=0&ou=1044161

Assignment 8 Rubric
Course: MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL

Total

Overall Score

Criteria Exemplary Intermediate Emerging Criterion Score

Budget Assessment

Checklist

/ 15

Budget Identification,

Application of Criteria, and

Explanation of Results

/ 60

Mechanics and APA

Compliance

/ 20

15 points

A budget assessment checklist is

created using at least six criteria

from the course materials.

10 points

A budget assessment checklist is

created using five criteria from

the course materials.

0 points

A budget assessment checklist is

created using fewer than five

criteria from the course materials.

60 points

The type of budget being

assessed is identified. All six

criteria are effectively applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

50 points

The type of budget being

assessed is identified. Five

criteria are effectively applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

0 points

The type of budget being

assessed is identified. The

checklist criteria are applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

20 points

The text is essentially error-free

and adheres to basic APA

formatting standards.

10 points

The text contains a few minor

grammatical and/or APA

formatting errors.

0 points

Readability is affected due to

multiple grammatical and APA

formatting errors.

Exemplary
90 points minimum

Intermediate
70 points minimum

Emerging
0 points minimum

11/23/25, 9:44 PMAssignment 8 – MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL – Columbia College of Missouri

Page 2 of 2https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2096475&grpid=0&isprv=0&bp=0&ou=1044161

**## Assignment8-MSCJ535ADE-BUDGETINGANDPLANNINGFORCRIMINAL.pdf**

11/23/25, 9:44 PMAssignment 8 – MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL – Columbia College of Missouri

Page 1 of 2https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2096475&grpid=0&isprv=0&bp=0&ou=1044161

Assignment 8 Rubric
Course: MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL

Total

Overall Score

Criteria Exemplary Intermediate Emerging Criterion Score

Budget Assessment

Checklist

/ 15

Budget Identification,

Application of Criteria, and

Explanation of Results

/ 60

Mechanics and APA

Compliance

/ 20

15 points

A budget assessment checklist is

created using at least six criteria

from the course materials.

10 points

A budget assessment checklist is

created using five criteria from

the course materials.

0 points

A budget assessment checklist is

created using fewer than five

criteria from the course materials.

60 points

The type of budget being

assessed is identified. All six

criteria are effectively applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

50 points

The type of budget being

assessed is identified. Five

criteria are effectively applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

0 points

The type of budget being

assessed is identified. The

checklist criteria are applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

20 points

The text is essentially error-free

and adheres to basic APA

formatting standards.

10 points

The text contains a few minor

grammatical and/or APA

formatting errors.

0 points

Readability is affected due to

multiple grammatical and APA

formatting errors.

Exemplary
90 points minimum

Intermediate
70 points minimum

Emerging
0 points minimum

11/23/25, 9:44 PMAssignment 8 – MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL – Columbia College of Missouri

Page 2 of 2https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2096475&grpid=0&isprv=0&bp=0&ou=1044161

**## week8.docx**

1

5

Week 8 510 discussion 1 (250 words)

In Chapter 13, the authors make the case for and against community-based corrections. Discuss the benefits and challenges of this approach while considering the justifications made by the authors. Ultimately, what is your view and why?

Souryal, S. S., & Whitehead, J. T. (2019). Ethics in Criminal Justice (7th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9780429682162

Week 8 535 discussion 2 (250 words)

If you have a performance budget prepared to show the allocations accomplishing each objective, why would you need a line item budget?

Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget Tools: Financial Methods in the Public Sector (2nd ed.). SAGE Publications, Inc. (US). https://ccis.vitalsource.com/books/9781483324050

**Week 8 535 paper**

Create a budget assessment checklist with at least six criteria based on the budgeting principles you have studied over the past seven weeks. Your checklist should reflect insights from your previous readings and reviews of public agency budgets, with criteria such as whether a statement of need is included or if performance objectives are measurable. Identify the type of budget you are measuring, then apply your checklist to an actual government agency’s budget. For each criterion, explain the results, for example, “a performance objective is not measurable because…”. Present the checklist in a spreadsheet or chart format, including space for your assessment comments.

Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget Tools: Financial Methods in the Public Sector (2nd ed.). SAGE Publications, Inc. (US). https://ccis.vitalsource.com/books/9781483324050

**## Assignment8-MSCJ535ADE-BUDGETINGANDPLANNINGFORCRIMINAL.pdf**

11/23/25, 9:44 PMAssignment 8 – MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL – Columbia College of Missouri

Page 1 of 2https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2096475&grpid=0&isprv=0&bp=0&ou=1044161

Assignment 8 Rubric
Course: MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL

Total

Overall Score

Criteria Exemplary Intermediate Emerging Criterion Score

Budget Assessment

Checklist

/ 15

Budget Identification,

Application of Criteria, and

Explanation of Results

/ 60

Mechanics and APA

Compliance

/ 20

15 points

A budget assessment checklist is

created using at least six criteria

from the course materials.

10 points

A budget assessment checklist is

created using five criteria from

the course materials.

0 points

A budget assessment checklist is

created using fewer than five

criteria from the course materials.

60 points

The type of budget being

assessed is identified. All six

criteria are effectively applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

50 points

The type of budget being

assessed is identified. Five

criteria are effectively applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

0 points

The type of budget being

assessed is identified. The

checklist criteria are applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

20 points

The text is essentially error-free

and adheres to basic APA

formatting standards.

10 points

The text contains a few minor

grammatical and/or APA

formatting errors.

0 points

Readability is affected due to

multiple grammatical and APA

formatting errors.

Exemplary
90 points minimum

Intermediate
70 points minimum

Emerging
0 points minimum

11/23/25, 9:44 PMAssignment 8 – MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL – Columbia College of Missouri

Page 2 of 2https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2096475&grpid=0&isprv=0&bp=0&ou=1044161

**## week8.docx**

1

5

Week 8 510 discussion 1 (250 words)

In Chapter 13, the authors make the case for and against community-based corrections. Discuss the benefits and challenges of this approach while considering the justifications made by the authors. Ultimately, what is your view and why?

Souryal, S. S., & Whitehead, J. T. (2019). Ethics in Criminal Justice (7th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9780429682162

Week 8 535 discussion 2 (250 words)

If you have a performance budget prepared to show the allocations accomplishing each objective, why would you need a line item budget?

Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget Tools: Financial Methods in the Public Sector (2nd ed.). SAGE Publications, Inc. (US). https://ccis.vitalsource.com/books/9781483324050

**Week 8 535 paper**

Create a budget assessment checklist with at least six criteria based on the budgeting principles you have studied over the past seven weeks. Your checklist should reflect insights from your previous readings and reviews of public agency budgets, with criteria such as whether a statement of need is included or if performance objectives are measurable. Identify the type of budget you are measuring, then apply your checklist to an actual government agency’s budget. For each criterion, explain the results, for example, “a performance objective is not measurable because…”. Present the checklist in a spreadsheet or chart format, including space for your assessment comments.

Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget Tools: Financial Methods in the Public Sector (2nd ed.). SAGE Publications, Inc. (US). https://ccis.vitalsource.com/books/9781483324050

**## Assignment8-MSCJ535ADE-BUDGETINGANDPLANNINGFORCRIMINAL.pdf**

11/23/25, 9:44 PMAssignment 8 – MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL – Columbia College of Missouri

Page 1 of 2https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2096475&grpid=0&isprv=0&bp=0&ou=1044161

Assignment 8 Rubric
Course: MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL

Total

Overall Score

Criteria Exemplary Intermediate Emerging Criterion Score

Budget Assessment

Checklist

/ 15

Budget Identification,

Application of Criteria, and

Explanation of Results

/ 60

Mechanics and APA

Compliance

/ 20

15 points

A budget assessment checklist is

created using at least six criteria

from the course materials.

10 points

A budget assessment checklist is

created using five criteria from

the course materials.

0 points

A budget assessment checklist is

created using fewer than five

criteria from the course materials.

60 points

The type of budget being

assessed is identified. All six

criteria are effectively applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

50 points

The type of budget being

assessed is identified. Five

criteria are effectively applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

0 points

The type of budget being

assessed is identified. The

checklist criteria are applied to

the budget, and the results are

reported in a spreadsheet or

chart format.

20 points

The text is essentially error-free

and adheres to basic APA

formatting standards.

10 points

The text contains a few minor

grammatical and/or APA

formatting errors.

0 points

Readability is affected due to

multiple grammatical and APA

formatting errors.

Exemplary
90 points minimum

Intermediate
70 points minimum

Emerging
0 points minimum

11/23/25, 9:44 PMAssignment 8 – MSCJ 535 ADE – BUDGETING AND PLANNING FOR CRIMINAL – Columbia College of Missouri

Page 2 of 2https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2096475&grpid=0&isprv=0&bp=0&ou=1044161

– 1
– 2

November 5, 2026
[Solved] DB Response

✓ Verified Academic Solution Available

Executive Solution Overview

See attached. – ## DiscussionAssignmentInstructions.docx – ## JustinFoxWK6.docx – ## CarolineNashWK6.docx **## DiscussionAssignmentInstructions.docx** CJUS 410 **Discussion Assignment Instructions** You will complete 4 Discussions in this course. You will post one thread of at least 300 words by 11:…

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Assignment Prompt & Instructions

See attached.

– ## DiscussionAssignmentInstructions.docx

– ## JustinFoxWK6.docx

– ## CarolineNashWK6.docx

**## DiscussionAssignmentInstructions.docx**

CJUS 410

**Discussion Assignment Instructions**

You will complete 4 Discussions in this course. You will post one thread of at least 300 words by 11:59 p.m. (ET) on Thursday day of the assigned Module: Week. You must then post 2 replies of at least 150 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, you must support your assertions with at least 1 scholarly citation in APA format and 1 biblical citation. Each reply must incorporate at least 1 scholarly citation in APA format. Any sources cited must have been published within the last five years. Acceptable sources include scholarly journals (not the textbook but should include the Bible, etc.).

**## JustinFoxWK6.docx**

Justin Fox

Dripps’ model of “contingent suppression” offers an alternative to the traditional exclusionary rule by allowing the use of evidence obtained from unconstitutional searches or seizures, provided the police department responsible compensates the defendant or faces institutional sanctions. Based on my current understanding of constitutional criminal procedure and the concepts in the Introduction to Criminal Procedure materials, I believe Dripps’ model could be effective in the real world, but only if strong oversight mechanisms and transparent administrative practices support it. The idea behind his model is to shift the burden of remedy from suppressing evidence, which may enable a guilty offender to evade justice, to imposing administrative penalties on law enforcement agencies that fail to meet constitutional standards. This approach theoretically maintains deterrence by holding police departments financially and institutionally accountable while avoiding the public criticism that often accompanies criminal cases dismissed on technical grounds (Dripps, 2001). In practice, however, the success of contingent suppression would rely heavily on the integrity of the agency conducting the review and its capacity to impose meaningful and consistent sanctions. Without independent auditing bodies or civilian oversight, there is a significant risk that the model could deteriorate into a system where violations are routinely overlooked through minimal internal discipline. As commentators have pointed out, alternative remedies to exclusion, such as civil liability or internal review, have historically been ineffective at deterring misconduct when left solely to police discretion (Kerr, 2018). Still, with appropriate structural safeguards, such as external review boards and mandated reporting requirements, Dripps’ model could potentially lessen the harsh consequences of exclusion while promoting compliance with constitutional norms. Regarding restorative justice, Dripps’ model does not inherently align with restorative principles, which emphasize healing, accountability, and the repair of harm among victims, offenders, and the broader community. Contingent suppression prioritizes institutional accountability over interpersonal restoration. To enhance its compatibility with restorative justice, departments could involve community input in oversight decisions, include victims in the process of determining appropriate sanctions, or create restorative conferences when constitutional violations lead to community distrust. Restorative models flourish when offenders and institutions acknowledge wrongdoing and make amends, reflecting the biblical principle that justice should arise from righteousness and accountability, as expressed in Micah 6:8, which instructs believers to “do justice, love mercy, and walk humbly with God.” In summary, Dripps’ model presents a compelling alternative but requires significant structural support to function effectively. Additionally, it would need deliberate adaptation to align more closely with restorative justice principles.

**## CarolineNashWK6.docx**

Caroline Nash

The exclusionary rule aims to prevent illegally obtained evidence from being used in court (Dripps, 2001). The problem with the exclusionary rule is the reluctance of judges, at both the trial and appellate levels, to apply it (Dripps, 2001). Judges must be provided with the option of damages, exclusion, or, in appropriate cases, both (Dripps, 2001). In real life, the exclusionary model involves the use of a contingent suppression order (Dripps, 2009). Judges can admit evidence rather than exclude it if action is taken against officers for misconduct (Dripps, 2009). Evidence can then only be suppressed if the measures taken were not corrective, creating a hybrid dynamic that implements deterrence while seeking the truth (Dripps, 2009). When action is not taken, evidence is suppressed as a result (Dripps, 2009). Dripps' model works in the real world because it avoids guilty people being set free due to a violation (Dripps, 2001). This model prevents misconduct in the future by enabling law enforcement to punish future violations (Dripps, 2001). The model also provides a space for holding officers accountable and for holding law enforcement agencies responsible for the misconduct their officers engage in (Dripps, 2001). Before this, the exclusionary rule was relied upon alone to discourage misconduct (Dripps, 2001). The debate over the exclusionary rule has gone on so long because important values support both sides (Dripps, 2001). The contingent exclusionary rule incorporates some of the strong points of both exclusion and damages (Dripps, 2001). A contingent suppression order bypasses both juries and legislatures, comes with a built-in measure of damages in the form of government indifference between exclusion and the damages, and gives judges the option of penalizing police misconduct without freeing the guilty (Dripps, 2001). This model would only work in the real world if there were an accurate compensatory model applied to each charge (2025). Dripps supports his model by pointing out the areas in which a judge could vindicate the Constitution without freeing the guilty (2025). The only way the Contingent Suppression Order could work is if the price were first determined (2025). A way to test this theory would be to establish the Contingent Suppression Order in small-claims courts across different district regions (2025). If the order proved successful, policymakers could implement the same policies at higher levels, such as state and federal courts (2025). Dripps' model of contingent suppression is compatible with restorative justice, as both aim to repair harm and find resolutions. Evidence obtained through misconduct is suppressed if law enforcement fails to prevent it. They share a similar goal of holding people accountable. This model creates a bridge that connects restorative justice to contingent suppression, as the key goal is shared to give those who have evidence against them a voice and prevent harm in the future. 2 Corinthians 5:18-19 states, “All this is from God, who through Christ reconciled us to himself and gave us the ministry of reconciliation; that is, in Christ God was reconciling[aLinks to an external site.] the world to himself, not counting their trespasses against them, and entrusting to us the message of reconciliation” (2011). We must focus on reconciliation and the prevention of future harm, as God commanded.

**## CarolineNashWK6.docx**

Caroline Nash

The exclusionary rule aims to prevent illegally obtained evidence from being used in court (Dripps, 2001). The problem with the exclusionary rule is the reluctance of judges, at both the trial and appellate levels, to apply it (Dripps, 2001). Judges must be provided with the option of damages, exclusion, or, in appropriate cases, both (Dripps, 2001). In real life, the exclusionary model involves the use of a contingent suppression order (Dripps, 2009). Judges can admit evidence rather than exclude it if action is taken against officers for misconduct (Dripps, 2009). Evidence can then only be suppressed if the measures taken were not corrective, creating a hybrid dynamic that implements deterrence while seeking the truth (Dripps, 2009). When action is not taken, evidence is suppressed as a result (Dripps, 2009). Dripps' model works in the real world because it avoids guilty people being set free due to a violation (Dripps, 2001). This model prevents misconduct in the future by enabling law enforcement to punish future violations (Dripps, 2001). The model also provides a space for holding officers accountable and for holding law enforcement agencies responsible for the misconduct their officers engage in (Dripps, 2001). Before this, the exclusionary rule was relied upon alone to discourage misconduct (Dripps, 2001). The debate over the exclusionary rule has gone on so long because important values support both sides (Dripps, 2001). The contingent exclusionary rule incorporates some of the strong points of both exclusion and damages (Dripps, 2001). A contingent suppression order bypasses both juries and legislatures, comes with a built-in measure of damages in the form of government indifference between exclusion and the damages, and gives judges the option of penalizing police misconduct without freeing the guilty (Dripps, 2001). This model would only work in the real world if there were an accurate compensatory model applied to each charge (2025). Dripps supports his model by pointing out the areas in which a judge could vindicate the Constitution without freeing the guilty (2025). The only way the Contingent Suppression Order could work is if the price were first determined (2025). A way to test this theory would be to establish the Contingent Suppression Order in small-claims courts across different district regions (2025). If the order proved successful, policymakers could implement the same policies at higher levels, such as state and federal courts (2025). Dripps' model of contingent suppression is compatible with restorative justice, as both aim to repair harm and find resolutions. Evidence obtained through misconduct is suppressed if law enforcement fails to prevent it. They share a similar goal of holding people accountable. This model creates a bridge that connects restorative justice to contingent suppression, as the key goal is shared to give those who have evidence against them a voice and prevent harm in the future. 2 Corinthians 5:18-19 states, “All this is from God, who through Christ reconciled us to himself and gave us the ministry of reconciliation; that is, in Christ God was reconciling[aLinks to an external site.] the world to himself, not counting their trespasses against them, and entrusting to us the message of reconciliation” (2011). We must focus on reconciliation and the prevention of future harm, as God commanded.

**## DiscussionAssignmentInstructions.docx**

CJUS 410

**Discussion Assignment Instructions**

You will complete 4 Discussions in this course. You will post one thread of at least 300 words by 11:59 p.m. (ET) on Thursday day of the assigned Module: Week. You must then post 2 replies of at least 150 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, you must support your assertions with at least 1 scholarly citation in APA format and 1 biblical citation. Each reply must incorporate at least 1 scholarly citation in APA format. Any sources cited must have been published within the last five years. Acceptable sources include scholarly journals (not the textbook but should include the Bible, etc.).

**## JustinFoxWK6.docx**

Justin Fox

Dripps’ model of “contingent suppression” offers an alternative to the traditional exclusionary rule by allowing the use of evidence obtained from unconstitutional searches or seizures, provided the police department responsible compensates the defendant or faces institutional sanctions. Based on my current understanding of constitutional criminal procedure and the concepts in the Introduction to Criminal Procedure materials, I believe Dripps’ model could be effective in the real world, but only if strong oversight mechanisms and transparent administrative practices support it. The idea behind his model is to shift the burden of remedy from suppressing evidence, which may enable a guilty offender to evade justice, to imposing administrative penalties on law enforcement agencies that fail to meet constitutional standards. This approach theoretically maintains deterrence by holding police departments financially and institutionally accountable while avoiding the public criticism that often accompanies criminal cases dismissed on technical grounds (Dripps, 2001). In practice, however, the success of contingent suppression would rely heavily on the integrity of the agency conducting the review and its capacity to impose meaningful and consistent sanctions. Without independent auditing bodies or civilian oversight, there is a significant risk that the model could deteriorate into a system where violations are routinely overlooked through minimal internal discipline. As commentators have pointed out, alternative remedies to exclusion, such as civil liability or internal review, have historically been ineffective at deterring misconduct when left solely to police discretion (Kerr, 2018). Still, with appropriate structural safeguards, such as external review boards and mandated reporting requirements, Dripps’ model could potentially lessen the harsh consequences of exclusion while promoting compliance with constitutional norms. Regarding restorative justice, Dripps’ model does not inherently align with restorative principles, which emphasize healing, accountability, and the repair of harm among victims, offenders, and the broader community. Contingent suppression prioritizes institutional accountability over interpersonal restoration. To enhance its compatibility with restorative justice, departments could involve community input in oversight decisions, include victims in the process of determining appropriate sanctions, or create restorative conferences when constitutional violations lead to community distrust. Restorative models flourish when offenders and institutions acknowledge wrongdoing and make amends, reflecting the biblical principle that justice should arise from righteousness and accountability, as expressed in Micah 6:8, which instructs believers to “do justice, love mercy, and walk humbly with God.” In summary, Dripps’ model presents a compelling alternative but requires significant structural support to function effectively. Additionally, it would need deliberate adaptation to align more closely with restorative justice principles.

**## CarolineNashWK6.docx**

Caroline Nash

The exclusionary rule aims to prevent illegally obtained evidence from being used in court (Dripps, 2001). The problem with the exclusionary rule is the reluctance of judges, at both the trial and appellate levels, to apply it (Dripps, 2001). Judges must be provided with the option of damages, exclusion, or, in appropriate cases, both (Dripps, 2001). In real life, the exclusionary model involves the use of a contingent suppression order (Dripps, 2009). Judges can admit evidence rather than exclude it if action is taken against officers for misconduct (Dripps, 2009). Evidence can then only be suppressed if the measures taken were not corrective, creating a hybrid dynamic that implements deterrence while seeking the truth (Dripps, 2009). When action is not taken, evidence is suppressed as a result (Dripps, 2009). Dripps' model works in the real world because it avoids guilty people being set free due to a violation (Dripps, 2001). This model prevents misconduct in the future by enabling law enforcement to punish future violations (Dripps, 2001). The model also provides a space for holding officers accountable and for holding law enforcement agencies responsible for the misconduct their officers engage in (Dripps, 2001). Before this, the exclusionary rule was relied upon alone to discourage misconduct (Dripps, 2001). The debate over the exclusionary rule has gone on so long because important values support both sides (Dripps, 2001). The contingent exclusionary rule incorporates some of the strong points of both exclusion and damages (Dripps, 2001). A contingent suppression order bypasses both juries and legislatures, comes with a built-in measure of damages in the form of government indifference between exclusion and the damages, and gives judges the option of penalizing police misconduct without freeing the guilty (Dripps, 2001). This model would only work in the real world if there were an accurate compensatory model applied to each charge (2025). Dripps supports his model by pointing out the areas in which a judge could vindicate the Constitution without freeing the guilty (2025). The only way the Contingent Suppression Order could work is if the price were first determined (2025). A way to test this theory would be to establish the Contingent Suppression Order in small-claims courts across different district regions (2025). If the order proved successful, policymakers could implement the same policies at higher levels, such as state and federal courts (2025). Dripps' model of contingent suppression is compatible with restorative justice, as both aim to repair harm and find resolutions. Evidence obtained through misconduct is suppressed if law enforcement fails to prevent it. They share a similar goal of holding people accountable. This model creates a bridge that connects restorative justice to contingent suppression, as the key goal is shared to give those who have evidence against them a voice and prevent harm in the future. 2 Corinthians 5:18-19 states, “All this is from God, who through Christ reconciled us to himself and gave us the ministry of reconciliation; that is, in Christ God was reconciling[aLinks to an external site.] the world to himself, not counting their trespasses against them, and entrusting to us the message of reconciliation” (2011). We must focus on reconciliation and the prevention of future harm, as God commanded.

**## DiscussionAssignmentInstructions.docx**

CJUS 410

**Discussion Assignment Instructions**

You will complete 4 Discussions in this course. You will post one thread of at least 300 words by 11:59 p.m. (ET) on Thursday day of the assigned Module: Week. You must then post 2 replies of at least 150 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, you must support your assertions with at least 1 scholarly citation in APA format and 1 biblical citation. Each reply must incorporate at least 1 scholarly citation in APA format. Any sources cited must have been published within the last five years. Acceptable sources include scholarly journals (not the textbook but should include the Bible, etc.).

**## JustinFoxWK6.docx**

Justin Fox

Dripps’ model of “contingent suppression” offers an alternative to the traditional exclusionary rule by allowing the use of evidence obtained from unconstitutional searches or seizures, provided the police department responsible compensates the defendant or faces institutional sanctions. Based on my current understanding of constitutional criminal procedure and the concepts in the Introduction to Criminal Procedure materials, I believe Dripps’ model could be effective in the real world, but only if strong oversight mechanisms and transparent administrative practices support it. The idea behind his model is to shift the burden of remedy from suppressing evidence, which may enable a guilty offender to evade justice, to imposing administrative penalties on law enforcement agencies that fail to meet constitutional standards. This approach theoretically maintains deterrence by holding police departments financially and institutionally accountable while avoiding the public criticism that often accompanies criminal cases dismissed on technical grounds (Dripps, 2001). In practice, however, the success of contingent suppression would rely heavily on the integrity of the agency conducting the review and its capacity to impose meaningful and consistent sanctions. Without independent auditing bodies or civilian oversight, there is a significant risk that the model could deteriorate into a system where violations are routinely overlooked through minimal internal discipline. As commentators have pointed out, alternative remedies to exclusion, such as civil liability or internal review, have historically been ineffective at deterring misconduct when left solely to police discretion (Kerr, 2018). Still, with appropriate structural safeguards, such as external review boards and mandated reporting requirements, Dripps’ model could potentially lessen the harsh consequences of exclusion while promoting compliance with constitutional norms. Regarding restorative justice, Dripps’ model does not inherently align with restorative principles, which emphasize healing, accountability, and the repair of harm among victims, offenders, and the broader community. Contingent suppression prioritizes institutional accountability over interpersonal restoration. To enhance its compatibility with restorative justice, departments could involve community input in oversight decisions, include victims in the process of determining appropriate sanctions, or create restorative conferences when constitutional violations lead to community distrust. Restorative models flourish when offenders and institutions acknowledge wrongdoing and make amends, reflecting the biblical principle that justice should arise from righteousness and accountability, as expressed in Micah 6:8, which instructs believers to “do justice, love mercy, and walk humbly with God.” In summary, Dripps’ model presents a compelling alternative but requires significant structural support to function effectively. Additionally, it would need deliberate adaptation to align more closely with restorative justice principles.

**## CarolineNashWK6.docx**

Caroline Nash

The exclusionary rule aims to prevent illegally obtained evidence from being used in court (Dripps, 2001). The problem with the exclusionary rule is the reluctance of judges, at both the trial and appellate levels, to apply it (Dripps, 2001). Judges must be provided with the option of damages, exclusion, or, in appropriate cases, both (Dripps, 2001). In real life, the exclusionary model involves the use of a contingent suppression order (Dripps, 2009). Judges can admit evidence rather than exclude it if action is taken against officers for misconduct (Dripps, 2009). Evidence can then only be suppressed if the measures taken were not corrective, creating a hybrid dynamic that implements deterrence while seeking the truth (Dripps, 2009). When action is not taken, evidence is suppressed as a result (Dripps, 2009). Dripps' model works in the real world because it avoids guilty people being set free due to a violation (Dripps, 2001). This model prevents misconduct in the future by enabling law enforcement to punish future violations (Dripps, 2001). The model also provides a space for holding officers accountable and for holding law enforcement agencies responsible for the misconduct their officers engage in (Dripps, 2001). Before this, the exclusionary rule was relied upon alone to discourage misconduct (Dripps, 2001). The debate over the exclusionary rule has gone on so long because important values support both sides (Dripps, 2001). The contingent exclusionary rule incorporates some of the strong points of both exclusion and damages (Dripps, 2001). A contingent suppression order bypasses both juries and legislatures, comes with a built-in measure of damages in the form of government indifference between exclusion and the damages, and gives judges the option of penalizing police misconduct without freeing the guilty (Dripps, 2001). This model would only work in the real world if there were an accurate compensatory model applied to each charge (2025). Dripps supports his model by pointing out the areas in which a judge could vindicate the Constitution without freeing the guilty (2025). The only way the Contingent Suppression Order could work is if the price were first determined (2025). A way to test this theory would be to establish the Contingent Suppression Order in small-claims courts across different district regions (2025). If the order proved successful, policymakers could implement the same policies at higher levels, such as state and federal courts (2025). Dripps' model of contingent suppression is compatible with restorative justice, as both aim to repair harm and find resolutions. Evidence obtained through misconduct is suppressed if law enforcement fails to prevent it. They share a similar goal of holding people accountable. This model creates a bridge that connects restorative justice to contingent suppression, as the key goal is shared to give those who have evidence against them a voice and prevent harm in the future. 2 Corinthians 5:18-19 states, “All this is from God, who through Christ reconciled us to himself and gave us the ministry of reconciliation; that is, in Christ God was reconciling[aLinks to an external site.] the world to himself, not counting their trespasses against them, and entrusting to us the message of reconciliation” (2011). We must focus on reconciliation and the prevention of future harm, as God commanded.

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November 5, 2026
[Solved] Assistance 4

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see attachment – ## Debate.docx **## Debate.docx** You will argue in **agreement** with **_“Pro-Capital Punishment and Life Sentences”_** in 300 words. No plagiarism!!!! **## Debate.docx** You will argue in **agreement** with **_“Pro-Capital Punishment and Life Sentences”_** in 300 words. No plagiar…

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see attachment

– ## Debate.docx

**## Debate.docx**

You will argue in
**agreement** with
**_“Pro-Capital Punishment and Life Sentences”_** in
300 words. No plagiarism!!!!

**## Debate.docx**

You will argue in
**agreement** with
**_“Pro-Capital Punishment and Life Sentences”_** in
300 words. No plagiarism!!!!

November 5, 2026
[Solved] week 5

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week 5 discussion and paper – ## week5.docx **## week5.docx** 1 5 **Week 5 535 paper 750-1000 words** Find a current government budget and explain the technical adjustments made to the baseline budget. Be sure to provide the underlying rationale for these adjustments. Government budgets are public r…

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week 5 discussion and paper

– ## week5.docx

**## week5.docx**

1

5

**Week 5 535 paper 750-1000 words**

Find a current government budget and explain the technical adjustments made to the baseline budget. Be sure to provide the underlying rationale for these adjustments. Government budgets are public records and can be found online.

**535 discussion 1 (250 words)**

What would be the primary starting point for adjusting a baseline budget? Provide examples.

**535 discussion 2 (250 words)**

What are technical adjustments to a budget? Provide at least one example outside of the textbook.

Chapter 7

Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget Tools: Financial Methods in the Public Sector (2nd ed.). SAGE Publications, Inc. (US).
[https://ccis.vitalsource.com/books/9781483324050](https://ccis.vitalsource.com/books/9781483324050)

**Week 5 510 paper (750-1000 words)**

In Chapter 5, Colleen Rowley is presented as a profile in Rushmorean Courage for her actions as a whistleblower.

· Conduct and summarize your own independent research of Colleen Rowley's actions beyond the discussion in the text.

· What is your opinion of Rushmorean Courage? Do you agree or disagree with the authors?

· Research the
[Federal Whistleblower Protection Act of 1989](https://www.law.cornell.edu/uscode/text/5/2302),
[Whistleblower Protection Act Fact Sheet](https://whistleblower.house.gov/sites/evo-subsites/whistleblower-evo.house.gov/files/Whistleblower_Protection_Act_Fact_Sheet.pdf), and the
[Department of Justice Guidance on Whistleblower](https://oig.justice.gov/hotline/whistleblower-protection) laws to support or negate Colleen Rowley’s actions as a whistleblower.

· Research whistleblower’s protection laws for government employees in your own state. In what ways are the federal and state laws adequate to protect whistleblowers. In what ways should the federal and state laws be improved?

**510 discussion 1 (250 words)**

In Chapter 5, the authors discuss principal-based management and professionalism in the criminal justice system.

· What are the characteristics of the professional criminal justice practitioner?

· What suggestions has the President’s Task Force on 21st Century Policing made for today’s police departments?

· What areas do you agree with the authors in terms of the reality within our system?

· What areas do you disagree with the authors?

· What suggestions do you have for the future in managing criminal justice agencies?

**510 discussion 2 (250 words)**

In Chapter 9, the authors present two case studies demonstrating the dangers of unrestrained personal loyalty at the executive and operational levels in police and corrections agencies. Choose one case study and discuss the following:

· Define and distinguish among the three levels of loyalty: personal loyalty, institutional loyalty, and integrated loyalty.

· What levels are at issue in the case study and why?

· What should an honest practitioner do if two levels are in conflict?

· Discuss your opinion of whether traditional personal loyalty to superiors in criminal justice is essential, and or for what reasons.

**Chapter 5 and 9**

**Souryal, S. S., & Whitehead, J. T. (2019). Ethics in Criminal Justice (7th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9780429682162**

**## week5.docx**

1

5

**Week 5 535 paper 750-1000 words**

Find a current government budget and explain the technical adjustments made to the baseline budget. Be sure to provide the underlying rationale for these adjustments. Government budgets are public records and can be found online.

**535 discussion 1 (250 words)**

What would be the primary starting point for adjusting a baseline budget? Provide examples.

**535 discussion 2 (250 words)**

What are technical adjustments to a budget? Provide at least one example outside of the textbook.

Chapter 7

Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget Tools: Financial Methods in the Public Sector (2nd ed.). SAGE Publications, Inc. (US).
[https://ccis.vitalsource.com/books/9781483324050](https://ccis.vitalsource.com/books/9781483324050)

**Week 5 510 paper (750-1000 words)**

In Chapter 5, Colleen Rowley is presented as a profile in Rushmorean Courage for her actions as a whistleblower.

· Conduct and summarize your own independent research of Colleen Rowley's actions beyond the discussion in the text.

· What is your opinion of Rushmorean Courage? Do you agree or disagree with the authors?

· Research the
[Federal Whistleblower Protection Act of 1989](https://www.law.cornell.edu/uscode/text/5/2302),
[Whistleblower Protection Act Fact Sheet](https://whistleblower.house.gov/sites/evo-subsites/whistleblower-evo.house.gov/files/Whistleblower_Protection_Act_Fact_Sheet.pdf), and the
[Department of Justice Guidance on Whistleblower](https://oig.justice.gov/hotline/whistleblower-protection) laws to support or negate Colleen Rowley’s actions as a whistleblower.

· Research whistleblower’s protection laws for government employees in your own state. In what ways are the federal and state laws adequate to protect whistleblowers. In what ways should the federal and state laws be improved?

**510 discussion 1 (250 words)**

In Chapter 5, the authors discuss principal-based management and professionalism in the criminal justice system.

· What are the characteristics of the professional criminal justice practitioner?

· What suggestions has the President’s Task Force on 21st Century Policing made for today’s police departments?

· What areas do you agree with the authors in terms of the reality within our system?

· What areas do you disagree with the authors?

· What suggestions do you have for the future in managing criminal justice agencies?

**510 discussion 2 (250 words)**

In Chapter 9, the authors present two case studies demonstrating the dangers of unrestrained personal loyalty at the executive and operational levels in police and corrections agencies. Choose one case study and discuss the following:

· Define and distinguish among the three levels of loyalty: personal loyalty, institutional loyalty, and integrated loyalty.

· What levels are at issue in the case study and why?

· What should an honest practitioner do if two levels are in conflict?

· Discuss your opinion of whether traditional personal loyalty to superiors in criminal justice is essential, and or for what reasons.

**Chapter 5 and 9**

**Souryal, S. S., & Whitehead, J. T. (2019). Ethics in Criminal Justice (7th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9780429682162**

November 5, 2026
[Solved] Lorem

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Rewrite the attached papers to pass zero AI detection.

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Assignment Prompt & Instructions

Rewrite the attached papers to pass zero AI detection.

November 5, 2026
[Solved] SCS 285 Milestone One

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Please see the attached below for assignment details. – ## MilestoneOneGuidelinesandRubric.html.zip **## MilestoneOneGuidelinesandRubric.html.zip** ## Milestone One Guidelines and Rubric.html ## SCS 285 Milestone One Guidelines and Rubric ### Overview Identifying a research problem is the first step…

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Please see the attached below for assignment details.

– ## MilestoneOneGuidelinesandRubric.html.zip

**## MilestoneOneGuidelinesandRubric.html.zip**

## Milestone One Guidelines and Rubric.html

## SCS 285 Milestone One Guidelines and Rubric

### Overview

Identifying a research problem is the first step toward creating a research question. One of the most effective ways of identifying a research problem is through conducting a literature review of existing research to identify research methodology trends in the field. As you identify these trends, new research problems will begin to emerge to you.

In this assignment, you will identify a research problem and consider how it relates to your field of study. Later, this will become a research question in your Project Three: Research Questions. To eventually craft this complex research question, you will need to conduct a preliminary literature review of research to see what has already been studied in your field. This step will help you identify trends in research problems and methodologies so you can hone your own research problem into a well-thought-out and complex question.

A well-developed research question is complex in nature and is best tied to a specific type of research study: quantitative, qualitative, or mixed methodology. Therefore, in the Project One: Research Methods in Social Sciences you will need to identify research studies of each type that will help you eventually develop your research question for Project Three: Research Questions.

### Prompt

To support your identification and evaluation of each type of research study in Project One: Research Methods in Social Sciences, you will examine any trends in research methodology relating to your problem, including any difficulties you have in finding different types of research. You will evaluate how these difficulties may limit the research questions you can ask and present challenges for researching your chosen topic. Finally, you will determine what changes you can make to overcome these challenges and find all three types of research related to your chosen research problem. This assignment will prepare you to discuss the benefits and drawbacks of each type of research methodology in Module Four.

Specifically, the following critical elements must be addressed:

– Describe the relationship between your chosen research problem and the field of study. Include answers to the following:

– What is the research problem you would like to explore further?
– How does your research problem relate to your field of study?
– Evaluate the impact of methodology trends for your chosen research problem. Include answers to the following questions:

– What methodologies are commonly used to study your research problem? Why do you think that is?
– What methodologies are less commonly used to study your research problem? Why do you think that is?
– How would finding few research study methodologies impact your research question?
– Determine methods for overcoming challenges that impact the development of complex research questions. Include answers to the following questions:

– If you can’t find a type of methodology, what do you think that says about your research problem?
– How could you potentially still use your chosen research problem and find research studies that use each methodology? What changes might you need to make so you can find examples of each methodology?

### Database Resources

Use the resources available in
[Module One’s Resources: Methodologies: Qualitative and Quantitative](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2082626&type=content&rcode=snhu-687220) page, as well as
[Module Two’s Resources: Choosing a Method](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2082626&type=content&rcode=snhu-687251) to help you determine a research problem related to your degree of study:

Anthropology:

– Shapiro Library Anthropology Databases
– Science Daily

Human Services:

– Shapiro Library Trends in Human Services
– Seven Current Issues Facing the Human Services Industry

Political Science:

– Shapiro Library Political Science Databases
– New York Times: Politics

Criminal Justice:

– Shapiro Library Criminal Justice Databases
– Bureau of Justice Statistics

### What to Submit

This assignment must be completed in a written format and be 2–3 pages in length. Any references should be cited in
[APA format](https://snhu.ink/ShapiroAPAGuide).

### Milestone One Rubric

| Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — | — |
| Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | 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 |
| Research Problem | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the relationship between one's chosen research problem and the field of study | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include clarification of the research problem or more precise connection between the research problem and the field of study | Does not attempt criterion | 25 |
| Methodology Trends | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Evaluates the impact of methodology trends for chosen research problem | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identification of methodology trends including common and less common methods used to study a specific research problem and why these trends exist or the potential impact of finding limited research methodologies on your research question | Does not attempt criterion | 25 |
| Overcoming Challenges | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Determines methods for overcoming challenges that impact the development of complex research questions | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include an explanation of how to overcome research challenges | Does not attempt criterion | 25 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citation for ideas requiring attribution | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 10 |
| Total: | 100% |

**## MilestoneOneGuidelinesandRubric.html.zip**

## Milestone One Guidelines and Rubric.html

## SCS 285 Milestone One Guidelines and Rubric

### Overview

Identifying a research problem is the first step toward creating a research question. One of the most effective ways of identifying a research problem is through conducting a literature review of existing research to identify research methodology trends in the field. As you identify these trends, new research problems will begin to emerge to you.

In this assignment, you will identify a research problem and consider how it relates to your field of study. Later, this will become a research question in your Project Three: Research Questions. To eventually craft this complex research question, you will need to conduct a preliminary literature review of research to see what has already been studied in your field. This step will help you identify trends in research problems and methodologies so you can hone your own research problem into a well-thought-out and complex question.

A well-developed research question is complex in nature and is best tied to a specific type of research study: quantitative, qualitative, or mixed methodology. Therefore, in the Project One: Research Methods in Social Sciences you will need to identify research studies of each type that will help you eventually develop your research question for Project Three: Research Questions.

### Prompt

To support your identification and evaluation of each type of research study in Project One: Research Methods in Social Sciences, you will examine any trends in research methodology relating to your problem, including any difficulties you have in finding different types of research. You will evaluate how these difficulties may limit the research questions you can ask and present challenges for researching your chosen topic. Finally, you will determine what changes you can make to overcome these challenges and find all three types of research related to your chosen research problem. This assignment will prepare you to discuss the benefits and drawbacks of each type of research methodology in Module Four.

Specifically, the following critical elements must be addressed:

– Describe the relationship between your chosen research problem and the field of study. Include answers to the following:

– What is the research problem you would like to explore further?
– How does your research problem relate to your field of study?
– Evaluate the impact of methodology trends for your chosen research problem. Include answers to the following questions:

– What methodologies are commonly used to study your research problem? Why do you think that is?
– What methodologies are less commonly used to study your research problem? Why do you think that is?
– How would finding few research study methodologies impact your research question?
– Determine methods for overcoming challenges that impact the development of complex research questions. Include answers to the following questions:

– If you can’t find a type of methodology, what do you think that says about your research problem?
– How could you potentially still use your chosen research problem and find research studies that use each methodology? What changes might you need to make so you can find examples of each methodology?

### Database Resources

Use the resources available in
[Module One’s Resources: Methodologies: Qualitative and Quantitative](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2082626&type=content&rcode=snhu-687220) page, as well as
[Module Two’s Resources: Choosing a Method](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2082626&type=content&rcode=snhu-687251) to help you determine a research problem related to your degree of study:

Anthropology:

– Shapiro Library Anthropology Databases
– Science Daily

Human Services:

– Shapiro Library Trends in Human Services
– Seven Current Issues Facing the Human Services Industry

Political Science:

– Shapiro Library Political Science Databases
– New York Times: Politics

Criminal Justice:

– Shapiro Library Criminal Justice Databases
– Bureau of Justice Statistics

### What to Submit

This assignment must be completed in a written format and be 2–3 pages in length. Any references should be cited in
[APA format](https://snhu.ink/ShapiroAPAGuide).

### Milestone One Rubric

| Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — | — |
| Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | 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 |
| Research Problem | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the relationship between one's chosen research problem and the field of study | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include clarification of the research problem or more precise connection between the research problem and the field of study | Does not attempt criterion | 25 |
| Methodology Trends | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Evaluates the impact of methodology trends for chosen research problem | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identification of methodology trends including common and less common methods used to study a specific research problem and why these trends exist or the potential impact of finding limited research methodologies on your research question | Does not attempt criterion | 25 |
| Overcoming Challenges | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Determines methods for overcoming challenges that impact the development of complex research questions | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include an explanation of how to overcome research challenges | Does not attempt criterion | 25 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citation for ideas requiring attribution | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 10 |
| Total: | 100% |

November 5, 2026
[Solved] discussion

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Discussion Forum Assignments require students to answer weekly discussion questions and post a response to at least two (2) other students. The initial post is due by 11:59 p.m. EST by Wednesday of the week they are due. The answers to the weekly discussion questions must be substantial, meaning ful…

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Assignment Prompt & Instructions

Discussion Forum Assignments require students to answer weekly discussion questions and post a response to at least two (2) other students. The initial post is due by 11:59 p.m. EST by Wednesday of the week they are due. The answers to the weekly discussion questions must be substantial, meaning fully answering the question(s) with examples (qualitative) and writing at least 300 words (quantitative). Students are to respond substantively to at least two (2) other students using at least 200 words (excluding references, figures, illustrations, or other extraneous elements outside the main body of the discussion). All answers to the discussion questions and responses to other students are to be supported with at least one scholarly source, in addition to the assigned weekly readings. Each week, the professor may post a follow-up question on your discussion post. If so, you must reply to the professor’s question as one of your two reply posts. Lastly, a question must be posed to the course professor and peer(s) in your initial discussion board post. These responses are due by Sunday at 11:59 p.m. of each week. APA 7th Edition guidelines are to be followed.
**Discussion Question:**
**The local media in Tinseltown, USA, notes that “public opinion and the media are two closely related and important components in the creation of policy.” In the last 30 years, however, the media's portrayal of “crime issues” has not always been accurate. A few of the issues include:**
1. **Juvenile Delinquency**
2. **Marijuana Use**
3. **Burglary Victimization**
**Select one of the issues listed and use social indicators to demonstrate a need for the program.**
##### **Additional Resources**
**Reading**
1. _Practical Program Evaluation for Criminal Justice._ Vito & Higgins (2014). Chapter 3
2. Viglione, J. (2019). The risk-need-responsivity model: How do probation officers implement the principles of effective intervention?. _Criminal Justice and Behavior, 46_(5), 655-673.
3. Duwe, G., & Kim, K. (2018). The neglected “R” in the risk-needs-responsivity model: A new approach for assessing responsivity to correctional interventions. _Justice Evaluation Journal, 1_(2), 130-150.
4. van der Put, C. E., Assink, M., & van Solinge, N. F. B. (2017). Predicting child maltreatment: A meta-analysis of the predictive validity of risk assessment instruments. _Child Abuse & Neglect, 73_, 71-88.
5. Geraghty, K. A., & Woodhams, J. (2015). The predictive validity of risk assessment tools for female offenders: A systematic review. _Aggression and Violent Behavior, 21,_ 25-38.
Please create one initial post and 2 response posts that could be tailored. PLEASE DO NOT USE AI AND ATTACH AN AI REPORT.

November 5, 2026
[Solved] WEEEK 3

✓ Verified Academic Solution Available

Executive Solution Overview

Discussion Forum Assignments require students to answer weekly discussion questions and post a response to at least two (2) other students. The initial post is due by 11:59 p.m. EST by Wednesday of the week they are due. The answers to the weekly discussion questions must be substantial, meaning ful…

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Assignment Prompt & Instructions

Discussion Forum Assignments require students to answer weekly discussion questions and post a response to at least two (2) other students. The initial post is due by 11:59 p.m. EST by Wednesday of the week they are due. The answers to the weekly discussion questions must be substantial, meaning fully answering the question(s) with examples (qualitative) and writing at least 300 words (quantitative). Students are to respond substantively to at least two (2) other students using at least 200 words (excluding references, figures, illustrations, or other extraneous elements outside the main body of the discussion). All answers to the discussion questions and responses to other students are to be supported with at least one scholarly source, in addition to the assigned weekly readings. Each week, the professor may post a follow-up question on your discussion post. If so, you must reply to the professor’s question as one of your two reply posts. Lastly, a question must be posed to the course professor and peer(s) in your initial discussion board post. These responses are due by Sunday at 11:59 p.m. of each week. APA 7th Edition guidelines are to be followed.
**Discussion Question:**
**The implementation of police body-worn cameras has been widely adopted across law enforcement. Evaluations have examined how they have been implemented and what the outcomes of their use are. Discuss the process to determine the theoretical underpinnings of body-worn camera programs.**
##### **Additional Resources**
**Reading**
1. _Practical Program Evaluation for Criminal Justice._ Vito & Higgins (2014). Chapter 4 & 5
2. Ariel, B., Sutherland, A., Henstock, D., Young, J., Drover, P., Sykes, J., … & Henderson, R. (2016). Report: Increases in police use of force in the presence of body-worn cameras are driven by officer discretion: A protocol-based subgroup analysis of ten randomized experiments. _Journal of Experimental Criminology, 12_(3), 453-463.
3. Koen, M. C., Willis, J. J., & Mastrofski, S. D. (2018). The effects of body-worn cameras on police organisation and practice: a theory-based analysis. _Policing and Society, 12_(8), 968-984
4. Gaub, J. E., White, M. D., Padilla, K. E., & Katz, C. M. (2017). Implementing a police body-worn camera program in a small agency. _ASU Center for Violence Prevention and Community Safety_, 1-18.
5. Lösel, F., King, S., Bender, D., & Jugl, I. (2018). Protective factors against extremism and violent radicalization: A systematic review of research. _International journal of developmental science, 12_(1-2), 89-102.
please do not use ai, please also create 2 response posts that can be tailored.

November 5, 2026
[Solved] week 2 outline

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Background, This term paper should be a policy paper on a topic of your choice relative to this course. The goal of this paper is to offer a policy proposition for addressing a correctional issue (e.g., the death penalty, limiting access to criminal records, restoring the voting rights of convicted …

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Assignment Prompt & Instructions

Background, This term paper should be a policy paper on a topic of your choice relative to this course. The goal of this paper is to offer a policy proposition for addressing a correctional issue (e.g., the death penalty, limiting access to criminal records, restoring the voting rights of convicted felons, use of inmate segregation, use of community corrections, corrections staffing, inmate violence, reintegration of released inmates, etc.). In the paper, you should provide research to support your position (it cannot be purely based on your opinion; you must find empirical support for your position). You are to create a policy.
For the Week 2 Term Paper Outline Assignment, you must submit a response between 300 and 400 words, constituting 10% of your overall grade. This task is designed to enhance your preparation for the Week 6 Term Paper Assignment. This will be useful in evaluating your analytical and writing abilities and your ability to critically engage with criminal justice or homeland security topics. Your outline should include a topic overview, a compelling thesis statement, and a comprehensive problem statement pertinent to the course subject. Below is a simplified guide to structuring your assignment.
**Instructions for Submission:**
– Your assignment must be between 300 to 400 words.
– Ensure your response adheres to the outlined structure.
– Provide proper citations for any external sources used.
**Topic Overview:** Briefly state the topic and your analytical approach.
**Thesis Statement:** A thesis statement presents the primary argument or focal point of a research paper. It serves as a guiding beacon for the entire document, directing the trajectory of the argument and enlightening readers on the central theme or stance the author intends to uphold.
**Problem Statement:**
Identifying a Specific Problem: In criminal justice or homeland security, pinpoint a particular issue using the "who, what, when, where, how, and why."
– Who: Identify the parties affected, including responsible authorities and offenders.
– What: Describe the nature and extent of the problem.
– When: Clarify whether the issue persists continuously or is tied to specific events.
– Where: Specify the location(s) impacted by the problem.
– How: Analyze the current strategies employed by the CJ/HS system to address the issue.
– Why: Examine the underlying reasons behind the problem and its significance.
PKEASE DO NOT USE AI AND PLEASE ATTACH AI REPORT AS WELL AS FOLLOW HEADINGS.

November 5, 2026
[Solved] Sab 4

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Executive Solution Overview

https://m.youtube.com/watch?v=YxhVJGZk0N0 _**Is capital punishment murder?**_

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Assignment Prompt & Instructions

https://m.youtube.com/watch?v=YxhVJGZk0N0
_**Is capital punishment murder?**_

November 5, 2026