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Criminal Justice Theories Crime and Deviance

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Think of some places in your town/city that are known to have relatively high rates of crime. Describe.

Next, use offender search theory to make sense of this crime pattern. Why should crime be clustered at

such places, according to offender search theory?

Locate five research articles on the effects of the death penalty (or three strikes) on homicide rates.

Describe the methods and findings from this research. Overall, is (general) deterrence theory supported?

Explain.

Think about your life and your teenage years, especially. Describe someone you know (yourself or a peer)

who could be classified as an LCP. Describe someone you know (yourself or a peer) who could be

classified as an AL. Why do you describe yourself (or any of your peers) that way? Justify your

classification with a thorough application of Moffitt’s work.

-Design a community justice strategy using Clear’s argument. Thoroughly describe the elements of the

strategy, and explain why your proposed strategy is consistent with Clear’s ideas in Imprisoning

Communities.

Describe how environmental criminology could influence probation and parole. How does this approach

differ from traditional probation/parole? What elements would you include in an opportunity assessment?

What activities would you place on the activity calendar? Which place managers would you most

commonly reach out to and why?

Clear mainly discusses the impact of many males in a neighborhood going to prison. What do you think the

impact would be of many women going to prison from the same neighborhood? Would it be better or worse

than men being incarcerated?

Could Paternoster and Bushway’s identity theory of desistance explain desistance for other types of

behavior and not only criminal behavior? Give examples.

Explain Colvin’s four types of control. What policy implications can come from these types of control?

How does social support theory reinterpret the existing research (especially the research on control

theory)?

How does the multifactor approach taken by the Gluecks differ from the research of the traditional

criminologists? What are the advantages and disadvantages of this multi-factor approach?

Sample Solution

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The Jataka Story – MAHĀSUPINA-JĀTA “THE GREAT DREAM”

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For this discussion, you are asked to read a Jataka (meaning “birth”) tale called “The Great Dream”.

Jatakas are stories about the former lives of Siddhartha Gautama, the historical Buddha about which you

have read in Chapter Two. These stories originated in ancient India, between roughly 300 BCE and 400

CE, and were collected together in Buddhist canons and writings. In these stories, the Buddha appears in

various roles, such as an animal or king, and through his words and deeds offers a moral lesson. In this

regard, the tales are not unlike Aesop’s Fables. Scholars have noted, however, that most of these tales

were not necessarily Buddhist in origin, but rather adopted a Buddhist setting to convey a moral allegory

and social commentary. Also, historians find that these tales offer insight into ancient India’s societies and

popular culture.

For this discussion, in 2-3 substantial paragraphs, please explain the lesson or lessons the story is trying

to convey. Furthermore, examine the author’s social commentary. For instance, what we can learn about

the author’s (or authors’) opinion of Brahmins, gender roles, and the signs of society in decline? [Note: In

the document, the Buddha is referred to as the “Chief Brahmin”.]

Sample Solution

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There were many positive and negative aspects of the”Napoleonic years”of the French Revolution .

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There were many positive and negative aspects of the”Napoleonic years” of the French Revolution.Please name one positive and one negative aspect of Napoleon’s reign and explain.
 
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Business Decision Making

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Assessment criteria for coursework:
• This assignment tests all learning outcomes to a certain extent.
• Any diagrams etc may be appended and will not be included in the word count

NB.
• A good answer will demonstrate a wide range of reading around the subjects/topics (including some from other modules where appropriate) and a careful application of relevant and appropriate techniques.

The module has the following Learning Outcomes:
• 1: Demonstrate the application of strategic management concepts and techniques to ‘real life’ situations, in particular how organisations respond to change and the consideration of the future of organisations and the external environment in which they operate (GBM 3.2)
• 2: Analyse and discuss competitive forces and influences in the business environment using case based material. The emphasis is on the application of theories and rational analysis and other approaches to decision making within organisations and in relation to the external environment. (GBM 3.6)
• 3: Evaluate different approaches to strategy formulation/implementation (using case based material) and make appropriate recommendations. (GBM 3.7)
• 4: Analyse and synthesise information and think critically.
• 5: Select and apply appropriate methodologies.
• 6: Communicate the results of analysis in both written and oral form.
• 7: Work both independently and as a member of a team.

Assignment Title

Read the TWO cases: M&S (‘A’ and ‘B’) – these cases are in the ‘Strategic Management Casebook’ found in ‘files’, ‘assignment’.

  1. Identify and discuss the various problems experienced by M&S ( ie. WHY did they suffer a ‘hitch in the formula’ ? (case A – p.29, case B – p.43)
  2. Identify (name) and evaluate the various strategies pursued by M&S (from p.28 ‘New Style’) and assess the success of those strategies.

eSubmission is the approved method for your HUBS programme of study. You must hand in your assessed Assignment(s), for all modules that you are taking during the 2018/19 Academic Year using the Canvas system. Submission of a printed copy is NOT allowed. You should submit via the Assignments menu item on the relevant module Canvas site.

Assignments must be submitted by the date and time stipulated. Deadlines will be strictly adhered to. Students submitting late, and who do not have an approved extension, will be subject to penalties for late submission specified by the University. Please note that Saturday and Sunday are treated as “working days” for the purposes of the late submission policy.

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