Sign In
Not register? Register Now!
Essay Available:
Pages:
3 pages/β‰ˆ825 words
Sources:
4 Sources
Style:
APA
Subject:
Social Sciences
Type:
Other (Not Listed)
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 14.58
Topic:

Impact of Crime on Communities

Other (Not Listed) Instructions:

If surveyed, nearly everyone would likely say they would like to live in a safe, low-crime neighborhood. Healthy neighborhoods often foster trust, social cohesion, and better physical and mental outcomes for residents. Unfortunately, some neighborhoods have high or increasing levels of crime that make these positive outcomes less likely. For this Assessment, you will select a community that has high or increasing levels of crime and determine what the current research literature says about the effects of the crime present on the community. Generally, you may find that crime can have wide-ranging effects, from housing values to psychological outcomes. Keep in mind as you examine the research, however, that effects of crime on communities are also influenced by local-specific and historic factors that may not translate to other communities. As a criminal justice professional, being able to analyze research articles and interpret the findings is an important skill that will allow you to make empirically-supported decisions on the job.
The Assessment:
Review 3 peer-reviewed articles that examine the impact of a particular crime(s) on a community. All three articles must use the same criminal offense as the point of analysis.
What were their research questions?
Provide an overview of the independent and dependent variables.
What were the effects of your selected crime on the community?
Discuss the findings and how they compare to the existing body of knowledge. (Look in the discussion section of the articles.)
What were the studies limitations and implications for policy and research?
here is the Rubic to go along with the assignment
CRJS_6216_Week6_Assignment_Rubric
CRJS_6216_Week6_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSynthesize research findings regarding the effects of crime on a community.
50 to >39.0 pts
Meets Expectations
Response identifies the research question in each article, provides an overview of the independent and dependent variables, explains the effects of the crime on the community, and explains how the findings compare to the existing body of knowledge on the topic.
39 to >34.0 pts
Needs Improvement
Response is vague, inaccurate, or incomplete.
34 to >0 pts
Not Present
Response is missing.
50 pts
This criterion is linked to a Learning OutcomeExplain limitations of criminal justice research studies.
50 to >39.0 pts
Meets Expectations
The response concisely explains the major limitations of each of the three studies explored.
39 to >34.0 pts
Needs Improvement
The response is vague, inaccurate, or incomplete.
34 to >0 pts
Not Present
Response is missing.
50 pts
This criterion is linked to a Learning OutcomeExplain implications of criminal justice research for policy and research.
50 to >39.0 pts
Meets Expectations
Response provides a well-organized summary of potential implications of the research findings for policy and future research.
39 to >34.0 pts
Needs Improvement
The response is vague, inaccurate, or incomplete.
34 to >0 pts
Not Present
Response is missing.
50 pts
This criterion is linked to a Learning OutcomeWritten Communication: Develop clear introduction statements. (AWE 3; essay-level skills)
5 to >3.0 pts
Meets Expectations
Introduction statement is well-defined and clearly describes the topic and focus of the response.
3 to >2.0 pts
Needs Improvement
Introduction statement is unclear and/or unfocused.
2 to >0 pts
Not Present
Introduction statement is not present.
5 pts
This criterion is linked to a Learning OutcomeWritten Communication: Use transitions to connect ideas. (AWE 3; essay-level skills)
5 to >3.0 pts
Meets Expectations
Writing conveys a cohesive idea through the effective use of transitions.
3 to >2.0 pts
Needs Improvement
Transitions are used inconsistently or limit reader’s access to ideas.
2 to >0 pts
Not Present
Transitions are not present.
5 pts
This criterion is linked to a Learning OutcomeWritten Communication: Use appropriate tone and vocabulary for a given audience. (Awe 3; Awareness of audience and discipline)
5 to >3.0 pts
Meets Expectations
Vocabulary and tone communicate key concepts that are appropriate for the audience.
3 to >2.0 pts
Needs Improvement
Vocabulary and tone vary throughout the writing, limiting reader’s access to ideas.
2 to >0 pts
Not Present
Vocabulary and tone are inappropriate for the audience.
5 pts
This criterion is linked to a Learning OutcomeWritten Communication: Apply APA formatting and style guidelines. (Awe 3 awareness of audience and discipline and credit to source)
5 to >3.0 pts
Meets Expectations
Writing uses in-text citations appropriately, includes references when applicable, and is formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity.
3 to >2.0 pts
Needs Improvement
Writing inconsistently uses in-text citations and references. Major errors in APA style impede understanding and/or violate standards for academic integrity.
2 to >0 pts
Not Present
APA formatting and style are not present.
5 pts
This criterion is linked to a Learning OutcomeInformation Literacy: Identify and locate credible sources.
5 to >3.0 pts
Meets Expectations
Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.
3 to >2.0 pts
Needs Improvement
Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.
2 to >0 pts
Not Present
No sources or non-credible sources are present.
5 pts
This criterion is linked to a Learning OutcomeInformation Literacy: Analyze information sources.
5 to >4.0 pts
Meets Expectations
Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment.
4 to >3.0 pts
Needs Improvement
Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment and/or analysis is unclear.
3 to >0 pts
Not Present
Analysis is not present.
5 pts
This criterion is linked to a Learning OutcomeInformation Literacy: Synthesize information from multiple, credible sources.
5 to >4.0 pts
Meets Expectations
Synthesis demonstrates a clear and cohesive connection between multiple sources and/or ideas to support a given topic.
4 to >3.0 pts
Needs Improvement
Synthesis demonstrates a vague connection between multiple sources and/or the topic.
3 to >0 pts
Not Present
Synthesis is not present.
5 pts
This criterion is linked to a Learning OutcomeInquiry and Analysis: Identify a problem or question in a selected area of study.
4 to >3.0 pts
Meets Expectations
The problem or question is clearly stated in a form appropriate to the selected field of study.
3 to >2.0 pts
Needs Improvement
The problem or question is vague or inappropriate to the selected field of study.
2 to >0 pts
Not Present
No problem or question is presented.
4 pts
This criterion is linked to a Learning OutcomeInquiry and Analysis: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study.
3 pts
Meets Expectations
Elements or parts of the problem or question are presented in a disorganized manner.
3 to >2.0 pts
Needs Improvement
Elements or parts of the problem or question are presented in an organized manner.
2 to >0 pts
Not Present
Elements or parts of the problem or question are not presented.
3 pts
This criterion is linked to a Learning OutcomeInquiry and Analysis: Evaluate theories and approaches to explain
4 to >3.0 pts
Meets Expectations
A theoretical approach to the problem or question is presented and justified.
3 to >2.0 pts
Needs Improvement
A theoretical approach is vaguely presented.
2 to >0 pts
Not Present
No theoretical approach is presented.
4 pts
This criterion is linked to a Learning OutcomeInquiry and Analysis: Apply organizing principles and theoretical approaches to identify solutions to a problem.
4 to >3.0 pts
Meets Expectations
Theories and organizing principles are used to make connections, identify gaps and/or provide evidence for showing solutions to the problem or questions.
3 to >2.0 pts
Needs Improvement
Connections between theories or organizing principles solutions to the problem are vague.
2 to >0 pts
Not Present
No attempt is made to connect theories or organizing principles to solutions to the problem.
4 pts
Total Points: 200

Other (Not Listed) Sample Content Preview:

Impact of Crime on Communities
Student’s Name
University
Course
Professor’s Name
Date
Fox, B., Trolard, A., Simmons, M., Meyers, J. E., & Vogel, M. (2021). Assessing the differential impact of vacancy on criminal violence in the city of St. Louis, MO. Criminal justice review, 46(2), 156-172. https://doi.org/10.1177/0734016821996795.
What were their research questions?
* What is the function of vacancy in the intensity of criminal ferocity in St. Louis?
Provide an overview of the independent and dependent variables.
The independent variable is vacant lots and buildings, and the dependent variable is violent crimes because these vacant lots operate as spots for panning crimes.
What were the effects of your selected crime on the community?
East St. Louis has ninety-five percent population of blacks, and over two-thirds of the kids live in poverty. In addition, the unemployment rate is high, the school structure is ranked among the worst in the state, and the public housing initiatives are among the risky locations in the city. Thus unsafe housing, failing schools, and the absence of economic opportunity add to the rise of violent crimes, which likewise add to community trauma. In addition, community trauma is an element in community members not collaborating with the police to resolve open homicide incidents. Violence is so ingrained in the city that kids grow up knowing survival approaches perceived as drastic in the suburbs less than twenty miles away. Kids are taught to take cover in the bathtub if gunfire sounds close and not to open the door, mainly after dark. Gunfire is a nightly incident in housing projects.
Discuss the findings and how they compare to the existing body of knowledge
Several studies substantiate the correlation between high vacant lots numbers and higher ferocious misdemeanor levels. This is a specific aspect of St. Louis, which has many vacant lots. The vacancies are excessively centered in locations in the city with high violence levels. The correlation between vacant property and violent felonies has been explored in St. Louis utilizing the danger terrain modeling technique, with scholars discovering that vacancy offers robust, dependable jeopardy for murder and severe onslaught. This pattern happens mainly in the northern location where most blacks live and have endured massive disinvestment.
What were the study’s limitations and implications for policy and research?
The limitation is that the study relies on criminal data collected by government agencies to make its conclusions. The authors propose an initiative to remediate vacant lots and constructions recognized as high jeopardy for inviting ferocious criminalities.
Smith, T. A., & Sandoval, J. O. (2019). Examining the local spatial variability of robberies in Saint Louis using a multi-scale methodology. Social Sciences, 8(2), 50. https://doi.org/10.3390/socsci8020050
What were their research questions?
* What is the correlation between racial segregation and violent crime in St. Louis?
Provide an overview of the independent and dependent variables.
The independent variable is racial discrimination in black neighborhoods. The dependent variable is t...
Updated on
Get the Whole Paper!
Not exactly what you need?
Do you need a custom essay? Order right now:
Order

πŸ‘€ Other Visitors are Viewing These APA Other (Not Listed) Samples:

HIRE A WRITER FROM $11.95 / PAGE
ORDER WITH 15% DISCOUNT!
Order Now