[ORDER SOLUTION] Officers with Body Cameras vs Officers Without Body Cameras

Do officers with body cameras have reduced use-of-force incidents compared to officers without body cameras?1. What is your DEPENDENT variable (that’s the one you’re trying to explain or predict). 2. How do you plan to measure it (be specific)3. What type of measurement will it will be (nominal, ordinal, interval, ratio)4. How else could you have measured your dependent variable?What was unusual about the petition that Gideon filed with the Supreme Court?

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[ORDER SOLUTION] Burglary’s or Thefts

 Discuss the impact of spending time in prison on burglary’s or thefts. Is there a deterrence or learning effect? What are the other options? 

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[ORDER SOLUTION] Essay Topic

Prompt: In the article “Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Administrators,” Pifer and Baker (2016) identified three stages of doctoral education, explaining each one and suggesting strategies to overcome challenges that arise in each stage. The excerpted reading below includes the explanations and strategies aimed at doctoral students in the first two stages of doctoral education: knowledge consumption and knowledge creation. Read through these paragraphs from Pifer and Baker (2016), and then compose an essay in response to these questions:Based on the challenges and strategies discussed by Pifer and Baker (2016), what challenges do you anticipate you will face in your doctoral program?What strategies will you apply to work through these challenges in your doctoral journey?In your essay, include relevant paraphrased and cited information from this reading excerpt:Stage 1: Knowledge Consumption In the first stage of doctoral education, the admission process through the first year of coursework, students begin to cultivate their identities as doctoral-level learners. The early stage of the doctoral journey may include a rough transition into the learner role. This initial transition may bring challenges related to identity shifts from professional to student, changes in geographic locations, and generally adjusting to their new roles as nascent disciplinary members (Gardner, 2009b; Sweitzer, 2009; Vekkaila, Pyhältö, & Lonka, 2013). At this stage, students with career experience shed their prior professional identities. This may present a challenge as students do away with, or put on hold, hard-earned status and expertise and assume the identity of the novice and the new entrant into departmental, institutional, and disciplinary cultures (J. Austin et al., 2009; Gardner, 2009b; Sweitzer, 2009). In addition, the magnitude of the scholarly pursuit may come with feelings of fear, doubt, and isolation (Brill, Balcanoff, Land, Gogarty, & Turner, 2014), in addition to exhaustion, cynicism, and inefficiency (Vekkaila et al., 2013).Also at this time, students learn the sociocultural norms and expectations of their fields, as well as the requirements and structural guidelines of their programs. First-year coursework provides foundational content knowledge, and communicates faculty expectations for student engagement and performance. Students engage in the traditional approach to learning, whereby the professor imparts foundational knowledge through classroom instruction. Acquiring this knowledge is the first step towards legitimacy in their chosen fields. Curricular expectations and disciplinary knowledge norms as communicated through coursework may challenge students considerably (Gardner, 2009b).Stage 1 strategies for studentsWe suggest that students conduct a needs assessment to identify the areas for which they need support, as well as the types of relationships that can provide that support (Baker, Pifer, & Griffin, 2014; Martinsuo & Turkulainen, 2011). This process, once implemented, can be repeated as needed across the stages of students’ doctoral programs. This is an important stage to establish the advising, mentoring, and peer support relationships that will be instrumental throughout the doctoral journey (J. Austin et al., 2009; Baker & Pifer, 2011; Stubb, Pyhältö, & Lonka, 2014). Students and their doctoral supervisors don’t always share perceptions and expectations of their own and each other’s roles (Holbrook et al., 2014; Wade-Benzoni, Rousseau, & Li, 2006; Woolderink, Putnik, van der Boom, & Klabbers, 2015); taking the initiative to inquire with their supervisors at this stage of the journey may help establish a shared understanding that reduces ambiguity and provides structure to that key relationship (Main, 2014). Additionally, this is a good time for students to become familiar with key disciplinary associations as they seek to become familiar with disciplinary norms and cross-institutional networks. Early participation in disciplinary meetings will also allow students to begin creating and cultivating their developmental networks, which will help combat the isolation that accompanies Stage 2 and will facilitate the research and job search tasks in Stage 3 (Adegbola, 2014; Sweitzer, 2009; Yerkes, Van de Schoot, & Sonneveld, 2012)Stage 2: Knowledge CreationStage 2 includes the completion of coursework, candidacy exams, and the dissertation proposal development and defense. Such significant tasks can bring with them equally significant fears, concerns, and self-doubt. Research has revealed the potential difficulty in transitioning to independence as students engage in the development of their scholarly identities, professional skills, and research agendas (Baker, Pifer, & Flemion, 2013; Gardner, 2009b; Lovitts, 2005; Walker et al., 2008). This can be an isolating time, yet research suggests that academic integration is critical for persistence (Golde, 2000, 2005). There is often no precedent for the type of activity and responsibilities students encounter in Stage 2 as they move away from the structure provided by courses. No longer prompted by responsibilities such as attending class or collaborating on assignments, interactions with faculty and fellow students can become infrequent. Students’ relationships, both within and outside the academic program, must evolve to accommodate this transition. Work with faculty members shifts during this stage from structured dialogues in the classroom to the unstructured nature of collaboration and supervision that occurs in research projects, writing, and dissertation work. Interactions with family and friends can also become strained or less frequent if time for personal relationships is sacrificed for research and writing (Baker & Pifer, 2011; Gardner & Gopaul, 2012).Stage 2 strategies for students The pressure to develop professionally, while still completing their training in the new autonomy of Stage 2, can be overwhelming. Recognizing and understanding this stage can help students manage its challenges effectively. It is normal to feel uneasy with the rapid, ill defined, and sometimes confusing transition from coursework to independent scholarship. Stage 2 is a useful time for applying prior learning to the construction of their own scholarship, research agendas, expertise, and professional identities (Baker, Pifer, & Flemion, 2013). It is important for students to be proactive about communicating in both personal and professional relationships during Stage 2. One of the most important relationships is that with the advisor or dissertation chair (Barnes & Austin, 2009; Gardner, 2008; McAlpine & Amundsen, 2012). Students who are able to let their advisors know what they expect from those relationships, and who give their advisors the chance to express their style or expectations, may find it easier to approach difficult conversations or to address challenges that may arise. We encourage conducting a needs assessment with the advisor/supervisor as a way to establish expectations and goals for the working relationship moving forward (Baker, Pifer, & Griffin, 2014; Vaquera, 2007). As students balance teaching, research, publishing, and the other facets of doctoral training, talking about these experiences with peers and faculty members becomes important and can ease the stress associated with maintaining a careful balance between personal and professional responsibilities during the transitions of Stage 2 (Fenge, 2012; Jairam & Kahl, 2012; McDaniels, 2010; Pearson, Cumming, Evans, Macauley, & Ryland, 2011). Fellow students can provide formal support such as writing groups as well as informal support and friendship (Aitchison, 2009; Martinsuo & Turkulainen, 2011; Pilbeam, LloydJones, & Denyer, 2013).The reading above is excerpted from the following article:Pifer, M. J. & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11, 15-34. https://doi.org/10.28945/2347Stage-based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators, by Pifer, M. J. & Baker, V. L., in International Journal of Doctoral Studies, Vol. 11. Copyright 2016 by Informing Science Institute. Reprinted by permission of Informing Science Institute via the Copyright Clearance Center.Prompt: Based on the challenges and strategies discussed by Pifer and Baker (2016), what challenges do you anticipate you will face in your doctoral program? What strategies will you apply to work through these challenges in your doctoral journey?By Day 7 (Sunday) of Week 2 at 11:59 pm MST (please adjust this time to your current time zone)Write a 1-2-page, double-spaced essay in response to the prompt above. To present your strongest writing skills, submit an essay that:Provides a focused and clear central idea that responds to both questions in the assignment prompt with developed ideas;Integrates relevant and accurate paraphrased and/or quoted evidence from the provided reading in support of the argument, accompanied by appropriate analysis and some form of citation and/or attribution to signal when information is used from the reading;Organizes ideas with logical structure, clear paragraphs, and transitional words/phrases;Uses grammar and mechanics to effectively communicate meaning to readers;Maintains academic integrity by demonstrating your original work and appropriately paraphrasing and citing relevant information from the Pifer and Baker (2016) reading excerpt. Including outside sources beyond the Pifer and Baker (2016) reading excerpt provided above is not required for this essay; if you use them, however, then you must cite any information you summarize, paraphrase, or quote.For additional tips as you draft and revise your essay, visit the Doctoral Writing Assessment website and the Writing Center website. Note, however, that this assignment is not eligible for the Writing Center’s paper review service.

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[ORDER SOLUTION] Global Perspectives

Write a 1,400- to 2,100-word paper in which you assess criminal justice from a global perspective. In your paper be sure to analyze the following:Assess the impact of globalization on the U.S. criminal justice system.Compare and contrast international criminal justice systems (Civil Law, Common law, and Islamic Law and Socialist Law traditions).Discuss the impact that cyber crime and technology have had on worldwide justice systems.Differentiate the policing systems on a worldwide scale.Identify major crimes and criminal issues that have a global impact on justice systems and processes (e.g., Somalia, Rwanda, Bosnia, Darfur, Congo, etc.). Include at least four peer reviewed references.Format your paper according to APA guidelines.

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[Get Solution] Colonialism and Immigration

Colonialism and Immigration The Zapatista revolt made worldwide headlines in 1994 immediately after the treaty of NAFTA went into effect. Do some more research on this event and explain how the conditions at that time in Mexico might be classified as an example of neo-colonialism or, as George Collier is cited as saying in the opening of the chapter, as an “internal colony” for Mexico. Why did the Zapatistas respond to these external events (such as NAFTA)?Choose one of the options below for your assignment this week:Option A: Colonialism MapsDo a quick Google search of “colonialism maps” and choose several that depict how extensive colonial practices were across the globe. Choose maps from different time periods so that you can also see the duration of some of the colonial empires. Discuss the old adage that the “sun never sets on the British Empire.” Colonialism was a global force. What are its repercussions on our lives today?Prepare a paper (750-1250 words) in which you describe how colonialism changed over the centuries. Highlight the political agreements that guided changes in colonialism. Include citations and references in your paper for at least 3 sources.

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[Get Solution] Rape Trauma Syndrome

In this presentation, you will introduce the topic, give a brief history of the legal issues associated with your topic, and discuss why it is still a complicated issue before the court. The specific steps are as followsRape Trauma Syndrome is the topicCreate a presentation with the following breakdowns:1 slide introducing the selected issue3 slides dedicated to an overview of the relevant legal history2 slides discussing its associated legal issuesmust have speaker notes

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[Get Solution] Crime Rates

You are a city police officer. You respond to a call where the neighbors are complaining about yelling and screaming from the next apartment. When you go to the apartment with the yelling and screaming, a woman answers the door with bloody face. You can see a man behind her with bloody hands. You ask the woman if she is ok and she says she is fine.Assignment: Write a 2-4 page paper that explains what you will do next (as a police officer)

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[Get Solution] Formation of Universe

There are many theories about the formation of the universe, with the Big Bang theory as the most popular. You will research 2 or more of these theories.For your 1-2-page paper with cites references:· Explain the background of your selected theories (at least two).· What available evidence supports and disproves each of the theories?· What are at least two similarities and two differences?· Which theory do you believe best supports the development of the universe?Examples of the Common Theories include: Big Bang Theory, Cosmic Inflation Theory, Oscillating Universe Theory, Big Crunch Theory Steady State Theory, Cycle Universe Theory, String Theory, etc.Helpful and reputablewebsites:https://www.thoughtco.com/https://www.space.com/https://www.nasa.gov/https://www.physicsoftheuniverse.com/

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[Get Solution] Inductive and Deductive Reasoning

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