zilongwang/ReadingBank huggingface dataset:
Partner Social Support and Stigma Visit Month Screening ID: Site Study Screening Number Participant ID: Site Study Couple I/P Chk Visit Date: dd mm yy Now I am going to ask you some questions about the support you receive from others. Thinking about your current situation, for each of the following ten statements, please respond as much as I would like; less than I would like; much less than I would like; or never. Statements As much as I would like Less than I would like Much less than I like Never 1 I get visits from friends and relatives. 2 I get useful advice important things in my life. 3 I get chances to talk to someone about problems at work or with my housework. 4 I get chances to talk to someone I trust about my personal and family problems. 5 I have people who care what happens to me. 6 I get love and affection. 7 I get support with house related work. 8 I get / would get help with money in an emergency. 9 I get help when I need transportation. 10 I get help when I am sick. All of the time A lot of the time Some of the time Not at all 11 My family, friends, and / or community rely on me financially. 12 My family, friends, and /or community rely on me emotionally. This section deals with feelings you might have if you were to acquire HIV, despite taking the anti-HIV medications. We would like to know what you think regardless of whether these things would actually happen. Please tell me if you strongly agree; agree; disagree; or strongly disagree with the following four statements. Strongly agree Agree Disagree Strongly disagree 13 I would lose friends. 14 My family would disown or neglect me. 15 My community would treat me like an outcast. 16 I be treated badly at work or get sacked. (NA) Completed by: (initials/date) _________________________________________ Instruction
Forms Instruction The Sociodemographic Update CRF is completed at enrollment and follow up visits. The same form is used for male and female partner participants. Item-specific Instructions: Screening ID Screening IDs will be assigned from the site list and are unique to the individual. They are numeric and should be assigned sequentially. The Index Screening ID is assigned to the HIV-positive participant, and the Partner Screening ID is assigned to the HIV-negative participant. Participant ID Participant IDs are assigned from a list provided by the PROJECT. They are assigned once eligibility has been determined and the subject has been enrolled. The Participant ID should be left blank until the eligibility status of the participant is known. If eligible, the Participant ID should be entered and initialed and dated (if being added on a different date). If the participant is not eligible, then the Participant ID should be left blank. Item 1 If participant has not moved house, mark ‘0’. If participant has moved house, please update the participant locator form Item 2 If a television is owned by the household, mark “yes.” Item 3 If a cell phone is owned by the household, mark “yes.” Item 4 This question examines the type of work responsible for the majority of income for the household. If possible, try to use one of the defined categories rather than “other.” Item 5-6 This question applies to the trip from home to facility (one way trip). Item 7 Transport costs only refer to the amount of money spent to the trip from home to the facility (one way trip), not to the return trip.
2015 Political Landscapes in Australia Cinema 1940 - 1980 Preparation of grant application, Requesting $20,000 over 2 years Film Victoria Research Fund Dr FJ (VU), Prof. DG Zhang (UniMelb) July 2015 Include information on proposed funding applications. Please indicate affiliation of any non-VU investigators Please outline any external grants you have already applied for to undertake this Project. Include name of funding body, funding amount for, and date that application was submitted. Plan for PUBLICATIONS Include all types of planned research publications including reports. Please indicate affiliation of any authors. Year Publication type Journal/Publisher Journal Ranking† Possible Title Authors Expected Completion Date Example: 2015 Journal Cahiers Du Cinema Q1 Political Landscapes in Australia Cinema 1940 - 1980 Dr A Smith (VU), Prof. DG Zhang (UniMelb) Dec, 2015 † To check journal ranking please visit 15a. Budget VU
DR M EL NADEEF CONSULTANT PSYCHIATRIST SHARED ACROSS EAST/WEST Y RACHEL BARKER BAND 6 ALL ASPECTS OF O/T WORK Y MONICA BURGHER BAND 6 AND EVALUATION OF CARE, Y LEE EVANS BAND 6 ASSESSING PLANNING, IMPLEMENTATION AND EVALUATION OF CARE. SPECIALIST NURSE PRACTITIONER Y KATHERINE HENRY BAND 6 ASSESSING, PLANNING IMPLEMENTATION AND EVALUATION OF CARE. Y ADAM CHAMBERLAIN BAND 6 ASSESSING, PLANNINGIMPLEMENTATION AND EVALUATION OF CARE. EUGENE O’HARA BAND 6 ASSESSING PLANNING, IMPLEMENTATION AND EVALUATION OF CARE. LEAD PHYSICAL HEALTH OF OLDER ADULTS. Y PAUL WORRELL BAND 6 ASSESSING, PLANNING, IMPLEMENTATION AND EVALUATION OF CARE.CURRENTLY UNDERTAKING APPROVED MENTAL HEALTH PRACTITIONER Y SANDRA STRETTON BAND 6 ASSESSING, PLANNING, IMPLEMENTATION AND EVALUATION OF CARE.EDUCATIONAL LEAD. Y
SARAH SCHAD BAND 6 DELIVERY OF CARE PLANNING,IMPLEMENTATION AND EVALUATION Y Y TRICIA BAND 6 ASSESSING, PLANNING, IMPLEMENTATION AND EVALUATION OF CARE. Y MICHELLE GIBSON BAND 6 ASSESSING, PLANNING, IMPLEMENTATION AND EVALUATION OF CARE. Y PIERRE IZON BAND 6 SOCIAL WORKER WITHIN TEAM CAN PLAN IMPLEMENT AND EVALUATE WITH EMPHASIS ON SOCIAL ASPECTS OF CARE. Y LOUSIA WORRALL BAND 5 DELIVERY OF CARE PLANNING,IMPLEMENTATION AND EVALUATION Y ANDREA HUGHES BAND 5 DELIVERY OF CARE PLANNING,IMPLEMENTATION AND EVALUATION Y SHARON MILLWARD BAND 5 DELIVERY OF CARE PLANNING AND IMPLEMENTATION AND EVALUATION Y SUSAN BATEY BAND 5 DELIVERY OF CARE PLANNING AND IMPLEMENTATION AND EVALUATION Y PAULA EVANS BAND 4 ASSISTANT NURSEPRACTITIONER HAS NOW MOVED TO SPA SINGLE POINT OF ACCESS CRHT REPRESENTATIVE. COMPLETES EVERY ALISON EARLEY BAND 4 BUSINESS SUPPORT OFFICER CATH SHELDRAKE BAND 3 HEALTH CARE SUPPORT WORKER
Review of Learning Contract- Learner Review of Learning Contract - Supervisor Signed Learner: Date: Signed Supervisor: Date: Action Plan Relates to Learning Outcome: _________________________ Date: __________________ Areas for Improvement Specific Actions Timescale Evidence
Administrative/Clerical Experience Arrange meetings Operate a switchboard Client/customer service experience Operate office equipment (fax machine, photo copier) Electronic filing supplies/inventory management Experience dealing with confidential information Prepare travel arrangements/accommodations Experience organizing and prioritizing workload Process and/or distribute mail Experience with Bring Forward systems Proofread/edit for format, spelling, grammar and punctuation Experience with timekeeping/maintain timesheets Receptionist (answering/directing calls or visitors) Manual filing Record keeping/information tracking systems Minute taking/typing Set up filing systems Computer Skills Data entry MS Outlook or equivalent software Format and prepare documents (memos/letters) MS PowerPoint or equivalent software Format and prepare complex documents (reports/submissions/tables/charts MS Word or equivalent software Keyboarding/typing/word processing Other software MS Access or database system SAP MS Excel or equivalent software Scan documents Financial Experience Accounts payable Handle cash Accounts receivable Prepare/maintain or reconcile financial records, documents or ledgers Process invoices or travel/expense claims Basic accounting Process invoices or travel/expense claims Financial record keeping Communication Skills Explain or interpret regulations, policies or procedures Prepare written communications/correspondence Other Qualifications Able to lift up to 50 lbs Experience working in a team 5 driver’s licence Medical Assistant experience environment/Legal Assistant experience Operate a two-way radio Manitoba Government Experience Experience with the Financial Administration Manual Experience with the General Manual of Administration I certify that the statements made by me are true and to the best of my knowledge. PLEASE INCLUDE YOUR RESUMÉ WITH THIS APPLICATION FORM. We will keep it on file for SIX months. This personal information is being collected under the authority of The Civil Service Act and will be used to determine suitability for employment and for statistical purposes. It will not be used or disclosed for other purposes, unless permitted by The Freedom of Information and Protection of Privacy Act. Your personal information is protected by the Protection of Privacy provisions of The Freedom of Information and Protection of Privacy Act. If you have any questions about the collection of your personal information, contact: Manitoba Civil Service Commission, 935 - 155 Carlton Street, Winnipeg MB R3C 3H8, 204-945-2332 May 2012 This information is available in alternate formats upon request.
Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of birth* Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C34 – Malignant neoplasm of bronchus & lung HRG Code Completion of items marked with * is mandatory. Failure to complete these items may mean that payment is not made.
June 12 Chapter 11: Physical and Chemical Control of Microbes Lab 6: p 109-124 June 19 Chapter 12: Drugs, Microbes, Host – The Elements of Chemotherapy Lab 7: p 289-298 and 305-313 June 26 Chapter 9: Microbial Genetics Lab 8: p 149-182 July 3 Chapter 6: An Introduction to Viruses Lab 9: p 183-210 Bacterial transformation July 10 Chapter 5: Eukaryotic and Microorganisms Lab 10: p 211-215 (Set up unknowns) p 423-434 July 17 Chapter 14: Host Defenses 1: Overview and Nonspecific Defenses Lab 11: Determination of unknowns (Lab practical II) BBL Enterotube II July 24 Chapter 15: Host Defenses 11: Specific Immunity and Immunization Lab 12: Results of lab 11. July 31 Final Exam Monday July 31. Grades viewable in Atlas on August 4. Classes do not meet on the following dates: May 29 and July 4. Term ends August 1. NOTE: Changes may be made to this schedule at any time at the discretion of the professor.
Sport: Cricket Location: Sports Hall, Outdoor cricket nets, Castle Park, Sports field Reference number: Activity Hazard Hazardous event and expected consequence People affected Existing controls Assessment of risk Additional Risk Controls Action Lead Residual Risk Occupation Number Likelihood Severity Risk Level Equipment Failure to wear all sufficient and necessary protective equipment when batting against bowlers or against the bowling machine may result in injury if hit by ball. Participants members of the club who wish to bat (which may not be all Ensure that everyone who wishes to bat in the nets are forced to wear all the essential batting equipment (helmet, gloves, leg pad box – thigh guard, arm guard and chest protector are optional). U S Low Equipment Failure to set up the bowling machine correctly could result in injury to batsmen and other people in and around the area. Wires from bowling machine could trip people up as well as an incorrectly directed machine. Participants All members of club Ensure that the bowling machine is set up correctly and safely, and that the correct and appropriate speed is set up so that batsmen are not injured or unprepared. Always wait until the batsman is ready before feeding the bowling machine balls. Ensure that participants don’t walk out in front of the bowling machine whilst in use. VU M Low Equipment Failure to pull the indoor nets out correctly and to the correct distance could result in players and or spectators not in the net being struck by a ball. Participants and spectators All members of club Ensure that the net is always fully pulled out and that those who are in the nets watch the ball being bowled at all times. VU S Very Low Equipment People who are not bowling or batting or waiting to bat or bowl whilst a net session is in progress risk being hit by the ball if they are not fully concentrating on the session. Participants and spectators All members of club Ensure members are spoken to and reminded of the potential risks of being present within a cricket training net session and to stay alert to the session at all times. VU M Low
emergency fire procedure and meeting places. Clothing Correct clothing and footwear and protective clothing and footwear not worn could cause serious injury. Participants All members of club All players must wear protective equipment when batting and a helmet must be worn at all Spikes must be worn when playing on grass wicket U M Low Slips, trips and falls Injuries that occur by people tripping over equipment. Participants and spectators All members of club Make sure that all players’ cricket bags are placed in a suitable location away from any activity being carried out. Make sure that no wires from the bowling machine are not in the way of someone’s path. U M Low Assessors name Signature Date Review period Date of next review Responsible manager Position Signature Date
Highlight the part of the circuit that connects pin 4 to pin 7, pin 7 to pin 2 and 6, and pin 6 to pin 1. Circle the three components that are highlighted. Identify the three components in this part of the circuit: Component Name Component Schematic Symbol Component Value Component Representation Resistor 2.7 kΩ R1 (Rb) pin in the 4 pin socket is connected to the IC 555?
Precise Attolitre Temperature Control of Nanopore Sensors using a Nanoplasmonic Bullseye Colin R. Pablo Binghao Ng‡, Aleksandar P. Ivanov†, Tyler Roschuk‡, Michael P. Cecchini†, Fernando Bresme†, Stefan A. Maier*,‡, Joshua B. Edel*,† *Author to whom correspondence should be addressed. † Department of Chemistry, Imperial College London, South Kensington Campus, London, SW7 2AZ, United Kingdom ‡ Department of Physics, Imperial College London, Kensington Campus, London, SW7 2AZ, United Kingdom KEYWORDS Nanopore, plasmonics, nanoplasmonics, enhancement, temperature control, metallic nanopore.
Corresponding Author * Joshua B. Edel – Address - Department of Chemistry, Imperial College London, South Kensington Campus, London, SW7 2AZ, United Kingdom. Email - joshua.edel@imperial.ac.uk * Stefan A. Maier - Address - Department of Physics, Imperial College London, South Kensington Campus, London, SW7 2AZ, United Kingdom. Email - s.maier@imperial.ac.uk Author Contributions ⊥ These authors contributed equally. ACKNOWLEDGMENT This work was supported in part by an ERC starting investigator (J.B.E.). S.A.M. acknowledges support from the EPSRC and the Leverhulme Trust. REFERENCES 1. Anker, J. N.; Hall, W. P.; Lyandres, O.; Shah, N. C.; Zhao, J.; Van Duyne, R. P. Nat. Mater. 2008, 7, (6), 442-453. 2. Fan, X.; White, I. M.; Shopova, S. I.; Zhu, H.; Suter, J. D.; Sun, Y. Anal. Chim. Acta 2008, 620, (1–2), 8-26. 3. Howorka, S.; Siwy, Z. Chem. Soc. Rev. 2009, 38, (8), 2360-2384. 4. Miles, B. N.; Ivanov, A. P.; Wilson, K. A.; Dogan, F.; Japrung, D.; Edel, J. B. Chem. Soc. Rev. 2013, 42, (1), 15-28.
Being Creative Some academics do not understand systematic reviews and are looking at librarians for guidance. 3. Being creative - keep in tune with what’s going on in the academic world; being agile (we didn’t have much time to discuss…) Discussion Topic Key Points / Reflections Outcomes / Actions Business / Law group 2 (emphasis on Law) Today’s presentations. EndNote discussion. ANDS 23 things. ideas which can be built into presentations for HDR students. Good to hear perspective from an academic. Librarian in residence is similar to pop up library services which VU offers. EndNote discussion. Installing local AGLC styles. Only recommend to HDR students. Some UG students use RefWorks at VU. Zotero has an AGLC style and is used at Melb Uni ANDS 23 things. Some aspects undertaken. Utilisation of Lynda. Group Discussion Topic Key Points / Reflections Outcomes / Actions Education How is your institution responding to the development of delivering engaging student experiences in online delivery of courses? How is your library responding? H5P - used by VU lectures, hot spots. Sits within LMS. Using for reference interview training. Used at Monash & Deakin - like it because you don’t have to be an expert.
January 26 Welsh & Harris – Action Planning, pp. 123-144 Quiz over Johnson text (pp. 53-133) Welsh & Harris – Program/Policy Implementation and Monitoring, pp. 145-172 Johnson text – Criminal Justice Policy Analysis Papers, pp. 221-241 Ferree & Pfeifer-Unit # 7 Assignment #3 from Ferree & Pfeifer, complete Exercise #1, page 183 and 185 (Due on 1/30 at the beginning of Have policy proposal selected and approved by instructor February 2 Welsh & Harris – Evaluating Outcomes, pp. 173-200 Ferree & Pfeifer-Unit #8 Quiz over APA (6th ed.) Documentation Assignment #4 from Ferree & Pfeifer, complete Exercise #1, page 209 and 211 (Due on 2/6 at the beginning of February 9 Finish & Harris February 16 Midterm Exam (2/16) Debate #1 – The Death Penalty is an Essential Element of the Criminal Justice System Chapter One Due (2/20) February 23 Debate #2 – Sexual Offender Registration Laws Create More Harm than Good Debate #3 – The Juvenile Justice System Should be Merged with the Adult Criminal Justice System March 2 Debate #4 – Convicted Felons Should Keep their Voting Rights No Class on March 4 and 6 (I will be at ACJS Conference) March 9-13 Spring Break March 16 Debate #5-Mentally Ill Offenders Should be Diverted from Incarceration Debate #6-The Criminal Justice System is Racist Capstone Exam Review – Policing Chapter Two Due (3/23) March 23 – last day to drop a course March 23 Capstone Exam Review – Criminology Capstone Exam Review – Corrections Capstone Exam Review-Law and the Courts March 30 Capstone Exam Review – Research Methods April 1 Capstone Exam
Council for possible disciplinary action. The faculty member, however, has the right to give freshmen and sophomore students a “zero” for the assignment and to allow them to revise the assignment up to a grade of “F” (50%) if they believe that the student plagiarized out of ignorance or carelessness and not out of an attempt to deceive in order to earn an unmerited grade. This option is not available to juniors, seniors, or graduate students, who cannot reasonably claim ignorance of documentation rules as an excuse. Penalties for Cheating Should a faculty member discover a student cheating on an exam or quiz or other class project, the student will receive a “zero” for the assignment and not be allowed to make the assignment up. The incident must be reported to the chair of the department and to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.” Important Information: Please refer to Student Resources for Online and Hybrid Courses page that is located in the “Getting Started” tab in the course blackboard page. This will provide you a wealth of information related to technical support, necessary skills for your success with this course, minimum technology requirements, blackboard accessibility, netiquette, and various resource links. Tentative Course Schedule: Week 1 August 28-August 31 (On-line) “Who Are the Police and What are They Expected To Do?” Week 2 September 1-September 7 (F2F) “The Police as Facilitators to Enhance the Quality of Life in a Community” Week 3 September 8-September 14 (On-line) “Diversity: Police Image, Actions and Community Perceptions” Week 4 September 15-September 21 (F2F) “Evaluation Time and Your Introduction to SARA” Week 5 September 22-September 28 (On-line) “Policing is a Complex Business” Week 6 September 29-October 5 (F2F) “Friend or Foe” Week 7 October 6-October 12 (On-line) “Let’s Begin to Put It All Together”
information contributing to an in-class activity you are involved in. In other words, any use of laptops must be class-related and authorized by the instructor. Student Evaluation and Grading Scale Student Evaluation 10% Chapter Assignments 20%: Chapter Quizzes 10%: Participation in on-line essay discussion boards 30%: Midterm examination 30%: Final exam (Comprehensive) 100%: TOTAL Chapter Assignments (10%): On-line, chapter review consisting of multiple choice and True/False questions will be assigned to test the student’s understanding of the readings, terms, and concepts. Chapters Assignments will open up at the beginning of the week for each topic on Sunday nights at midnight and remain open until the following Sunday at 11:59 PM (CST). Chapter Quizzes (20%): On-line, timed quizzes will follow each chapter. The quizzes are a measure of your understanding of the material for each module. Quizzes will open up at the beginning of the week for each topic on Sunday nights at midnight and remain open until the following Sunday at 11:59 PM (CST). Participation in Essay Discussion Boards (10%): For the Essay Discussions, you are expected to enter the discussion forum and answer each posted question fully. Discussion forum will open up at the beginning of the week for each topic on Sunday nights at midnight and remain open until the following Sunday at 11:59 PM (CST). Midterm and Final Exam (30% each): The Midterm will cover the first half of the semester. The final exam will be a comprehensive, objective instrument designed to determine your mastery of the material from the course. Makeup Exams: There are no makeup exams. This includes the final exam, which will close at noon on the Thursday of finals week. PLEASE do not wait until it is too late to take an exam and then expect a “do-over” from me, because it won’t happen. Returning Graded Assignments: Assignments such as the chapter exams, discussion boards, midterm and final examinations will grade automatically in Blackboard. The Reaction Paper Project will be returned with a final grade within a week after being submitted.
Unit Two: Creating a Survey Module 5: Monday, 9/26 to Sunday, 10/2 Read Babbie, Chapter 5 When We Meet Lecture Topic: Measurement & Conceptualization Class Activity: Operationalization Exercise (10 points) Online Assignment** Module 5 Weekly Summary (10 points) Module 6: Monday, 10/3 to Sunday, 10/9 Read First Babbie, Chapter 6 When We Meet Lecture Topic: Measurement & Conceptualization (con’t) Class Activity: Operationalizing in Action (10 points) Online Assignment** Module 6 Weekly Summary (10 points) Module 7: Monday, 10/10 to Sunday, 10/16 Read First Babbie, Chapter 9 When We Meet (Tuesday) Lecture Survey Research Class Activity: Quiz 2 Review (10 points) When We Meet (Thursday) Quiz 2 (50 points) Online Assignment** Module 7 Weekly Summary (10 points) Unit Two Activity: Submit by Sunday, 10/23 (Group Submission) Online Activity* Survey Creation (530 points) Unit Three: Statistics in Research Methods Module 8: Monday, 10/17 to Sunday, 10/23 Read First Fox, Levin & Ford Chapters 3 & 4 excerpt When We Meet Lecture Descriptive & Dispersive Statistics Class Activity: Sample Characteristics (10 points)
Online Assignment** Module 8 Weekly Summary (10 points) Module 9: Monday, 10/24 to Sunday, 10/30 Read First Fox, Levin & Ford Chapter 6 excerpt When We Meet (Tuesday) Lecture Confidence Intervals Class Activity: Population Means (10 points) Online Assignment** Module 11 Weekly Summary (10 points) Module 10: Monday, 10/31 to Sunday, 11/6 Read First Fox, Levin & Ford Chapter 9 excerpt When We Meet Lecture Topic: Cross-tabulations & Chi-square analysis Class Activity: Bivariate Analysis (10 points) Online Assignment** Module 10 Weekly Summary (10 points) Module 11: Monday, 11/7 to Sunday, 11/13 Read First *Yockey* (Optional Text) When We Meet (Tuesday) Lecture Topic: Statistic Methods Review Class Activity: Quiz 3 Review (10 points) When We Meet (Thursday) Quiz 3 (50 points) Online Assignment** Module 11 Weekly Summary – open format (10 points) Unit Three Activity: Submit by Sunday, 11/27 (Individual Submission) Online Activity* Survey Analysis (50 points) Unit Four: Other Research Methodologies Module 12: Monday, 11/14 to Sunday, 11/27 Read First Babbie, Chapter 10 When We Meet Lecture Topic: Qualitative Research Class Activity: Comparing Interview Techniques (10 points)
□ SOC 329 Evaluation Research ENG 201, STA 250 & SSC 325 Junior Spring/Senior Fall PART FIVE. ELECTIVES (PART A & B) □ A. Multi–Disciplinary Electives: Select one □ AFR 215 Police and Urban Communities ENG 101 □ ANT 330 American Cultural Pluralism and the Law ENG 201 □ ANT 340 Anthropology and the Abnormal ENG 201, and ANT 101 or PSY 101, and junior standing or above □ ECO 315/PSC 315 An Economic Analysis of Crime ENG 201, ECO 101 or ECO 120 or ECO 125, and junior standing or □ LIT 326 Punishment and Justice in U.S. Literature ENG 201 and junior standing or above □ LIT 327 Punishment and Justice in World Literatures ENG 201 and junior standing or above □ LLS 325 The Latina/o Experience of Criminal Justice ENG 201 and junior standing or above □ PSC 216 Crime Mapping ENG 201, and CRJ 101, CJBS 101 or ICJ 101** □ PSY 332 The Psychology of Adolescence ENG 201, PSY 101 and PSY 231 □ PSY 372 Psychology of Criminal Behavior ENG 201, and PSY 242 or permission of the section instructor □ B. Sociology Electives: Select two □ SOC 201 Urban Sociology ENG 101 and SOC 101 □ SOC 202/PSY 202 The Family: Changes, Challenges and Crisis Intervention ENG 101, SOC 101, PSY 101 □ SOC 206 Sociology of Conflict and Dispute Resolution ENG 101 and SOC 101 □ SOC 222 Crime, Media and Public Opinion ENG 101 and SOC 101 □ SOC 240 Social Deviance ENG 101 and SOC 101 □ SOC 251 Sociology of Human Rights ENG 101 and SOC 101 □ SOC 282 Selected Topics in Sociology ENG 201**, SOC 101 or permission of instructor □ SOC 302 Social Problems ENG 201, SOC 101, and junior standing or □ SOC 305 The Sociology of Law ENG 201, SOC 101, and junior standing or above □ SOC 351 Crime and Delinquency in Asia ENG 201, junior standing or above, & SOC 101 or ICJ 101 *In addition to the major requirements, students must fulfill the college General Education Requirements and Electives to total 120 credits.
Underlying felony must be dangerous Individual act is inherently dangerous People v. Phillips Facts of the case Defendant convinced plaintiffs that he could cure their daughter’s eye cancer without surgery; the daughter eventually died from the cancer Defendant charged an advance fee of $500 as well as $200 for pills, etc Charge = 2nd Degree Murder Based on a felony murder rationale (felony was grand theft) Holding: The felony murder rule does NOT In order to apply, the felony must be inherently dangerous Elements-based analysis It doesn’t matter that the overall situation (doctor providing insufficient care) was dangerous Merger: The felony/“inherently dangerous” act cannot be part of the act of killing Paradox: The more dangerous the felony, the more likely it is to count towards the felony murder rule; but if the felony is dangerous it is more likely to be the cause of the death, creating a “merger” situation where the felony murder ALSO won’t apply People v. Smith Charge = 2nd Degree Murder Felony murder based on child abuse Merger Since the felony (child abuse) caused the death, the two crimes merge and the felony murder rule can’t be used INCHOATE CRIMES Attempts Definition: Failure to commit a crime that the defendant attempted to commit MPC Definition of Attempt (majority approach) The defendant must have purposely engaged in the conduct that would constitute the crime Requires the same mens rea as the actual crime (for conduct crimes) Requires the same purpose as the actual crime (for result crimes) Punishment is the same penalty as the offense Common Law approach Must have specific intent, regardless of mens rea Punishment is usually ½ the penalty of the offense Common Law Actus Reus “Dangerous proximity”
10. How much do you trust each of the following to maintain the privacy of the information you share? 11. How often do you read the terms and conditions of programs and websites? 12. What are the main reasons you accept the and conditions as offered, without reading them? (Check all that apply) 13. How often do you feel you understand the privacy terms and conditions of websites that you visit? 14a. Are there any apps you would like to use but don't because of their privacy or information sharing policies? 14b. Please give an example and explain what you did not like about that site or app. The 57 response(s) to this question can be in the appendix. 14c. Are there any apps that you use even though you have privacy concerns? 14d. Please name the app(s) you have concerns and explain briefly what your concerns are. The 46 response(s) to this question can be found in the appendix. 15. How concerned are you that the following entities are retaining information about your use of the Internet when you visit their site or use their services?
Crime and Justice in the United states CJUS 2100.900/950 Summer II 2017 Instructor Information Michael Krenek, M.S. Chilton Hall, Office 273F Phone: (940) 369-7682 Office hours: By appointment For questions, please first email the Graduate Student Assistant, Ms. Sofia Brabham at sofiasandoval@my.unt.edu. Course Description This course examines the societal responses to people and organizations that violate criminal codes; discusses the history, development, organization, and philosophy of the justice process; and analyzes the complex inter-relationships between the major components of the criminal justice system (police, courts, and corrections) Course Goals Students who successfully complete this course will be able: To understand the major foundations of crime and justice including the nature of law, behavioral aspects of crime, and measurement of crime; To understand the major components of the criminal justice system including the police, courts, and corrections; To use and critique alternative explanatory systems or theories; To develop and communicate alternative explanations or solutions for crime; To examine criminal justice institutions and processes across a range of historical periods, social structures and cultures; To analyze the effects of historical, social, political, economic, cultural and global forces on criminal justice. To identify and understand differences and commonalities within diverse cultures. To employ the appropriate methods, technologies, and data that social scientists use to investigate criminals and the criminal justice system. Reading Materials Bohm, R.M., & Haley, K.N. (2014). Introduction to Criminal Justice (8th). New York: McGraw-Hill.
3.a What is meant by law enforcement Learners should state what is meant by law enforcement The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b Different methods of law enforcement which have been used during different historical periods Learners should list different methods of law enforcement which have been used during different historical periods 3.c Identify methods of law enforcement which are no longer used Learners should identify methods of law enforcement which are no longer used Further information for Tutors/Assessors 3.b Different historical periods: those identified in 1.a Final Tutor Feedback (Strengths and Areas for Improvement):
Explain why there are different Muslim attitudes to capital punishment Evaluate these reasons and come to a conclusion Islam for and against – Shari’ah law, ‘take not life, which God has made sacred, except for just cause, adultery, apostasy versus the small but growing group who are more modern based on how Shari’ah law is interpreted, accepting the laws of the land, teachings on forgiveness. Therefore, some do and some don’t support capital punishment from both religions. Why do you think this is the case? What conclusions can you come to? Drugs and alcohol To be able to: Outline the basic laws Express an opinion about these laws Explain some of the social and health problems associated with drugs and alcohol What is the definition of a drug? What makes something a drug? (Any chemical that you take into your body which changes the way you feel.) Legal and illegal drugs – stimulants, depressants, hallucinogenics, analgesics – what are they, what do they do, why are they bad? Alcohol- the laws Discussion: Do you think smoking should be made illegal? Why do the laws on drugs and alcohol exist? Do you think they are right? To be able to: What does the Bible say about alcohol? Jesus turned water into wine, St Paul told Timothy to drink wine to help
Central Washington University Police and Parking Services Alert Bulletin – Job offers / Fraudulent Checks Date: January 16, 2013 Central Washington University Police Department was made aware of a check scam occurring at Universities across the nation. This particular scam involves the suspect listing a job opportunity locally. After applying for the job students are sent an email from the “employer” who claims to be out of the country but will be sending the student a check advance for work such as running errands for the employer until the employer returns home. A few days later the student gets a package which contains a check. Instructions are given for the student to cash the check, keep a specific amount of money for the work they are to perform and return the remainder of the money to an address outside the United States. Legitimate employers typically do not pay in advance or require you to return money from a check written to you. If you apply for off-campus employment and are told to send any money before your employment can be finalized, it is a scam. Please contact the Police if you feel you have been victimized or the target of a scam. This message has been sent to increase your awareness and is required by federal law.
Management Team Training June 13, 2013, 9:30-4:30 Mission Trails Visitor Center, 1 Junipero Trail 92119 9:30-9:45 Welcome/Introductions – SD Police Department Assistant Chief Walt Vasquez 9:45-10:45 What are CFMH & CPTED? – Officer Edward Zwibel, SDPD Headquarters 10:45-11:15 Code Compliance or Probation? 11:15-11:30 11:30-12:00 Drug Abatement Response Team – Sgt. William Woods, SDPD 12:00-12:45 LUNCH 12:30-12:45 Smoke-free Housing – Mary Badiner, SAY San Diego 12:45-1:15 Landlord Tenant Issues with Crime Prevention & Management – David Owens, Esq. & Steven R. Kellman, Esq. 1:15- 1:45 Fire – Deputy Chief Doug Perry, SD Fire/Rescue 1:45-2:15 – Officer Bill Miles, SDPD 2:15-2:45 Domestic Violence – Jonathan Siladi, SD City Attorney’s Office 2:45-3:00 BREAK 3:00-3:30 Combating Illegal Activity – Officer Edward Zwibel, SDPD Headquarters 3:30-4:00 Neighborhood Prosecution Unit – Emily Garson, SDPD Southeastern Division 4:00-4:15 Certificates Presentation
6. Family incidents A family incident is an incident attended by Victoria Police where a Victoria Police Risk Assessment and Risk Management Report (also known as an L17 form) was completed and recorded on LEAP. 6.1 Key movements in the number and rate of family incidents Jul 2011 - Jun 2012 Jul 2012 - Jun 2013 Jul 2013 - Jun 2014 Jul 2014 - Jun 2015 Jul 2015 - Jun 2016 % change Jun 2015 - Jun 2016 Number of family incidents 49,943 60,546 65,179 70,902 78,012 10.0% Family incident rate per 100,000 886.7 1,056.0 1,116.4 1,194.1 1,288.7 7.9% In the year ending June 2016, there were 78,012 family incidents recorded by Victoria Police, rising by 10% from 70,902 incidents in the year ending June 2015. This resulted in a family incident rate of 1,288.7 per 100,000 people in Victoria, an increase of 7.9% from the previous year, and an increase of 45.3% from the year ending June 2012. Family incidents, July 2011 to June 2016 For more information on family incident rates by Local Government Area, please see the family incident data tables.
Victoria by Police Regions Eastern region Western region Police Service Area Local Government Area Police Service Area Local Government Area Boroondara Boroondara Geelong Greater Geelong Manningham Manningham Queenscliffe Monash Monash Surf Coast Surf Coast Whitehorse Colac-Otway Knox Knox Southern Grampians Glenelg Maroondah Maroondah Southern Grampians Yarra Ranges Warrnambool Corangamite Benalla Benalla Moyne Mansfield Warrnambool Murrindindi Ballarat Ballarat Mitchell Mitchell Pyrenees Strathbogie Moorabool Golden Plains Greater Shepparton Greater Shepparton Hepburn Wangaratta Alpine Moorabool Moira Horsham Hindmarsh Wangaratta Horsham Wodonga Indigo West Wimmera Towong Northern Grampians Ararat Wodonga Northern Grampians Bass Bass Yarriambiack South Gippsland Bendigo Greater Bendigo Baw Baw Baw Baw Campaspe Campaspe Latrobe Latrobe Central Goldfields Central Goldfields East Gippsland Loddon Wellington Macedon Ranges Macedon Ranges Mount Alexander Mildura Mildura Swan Hill Buloke Gannawarra Swan Hill Southern Metro region North West region Police Service Area Local Government Area Police Service Area Local Government Area
Other party by age and sex, year ending June 2018 For both male and female parties, almost two-thirds were aged between 20–44 years (66.1%, or 38,334 males, and 63.6%, or 11,304 females).
6. Spotlight: Arson offences 6.1 Introduction and scope In the year ending 30 September 2016, Victoria Police recorded 4,480 arson offences across the state, an offence rate of 74.0 offences per 100,000 people in Victoria. In five years the number of arson offences has increased by 33.6 per cent, up from 3,354 offences in the year ending 30 September 2012. In the last five years the cost of damage due to arson offences exceeded $119 million, as recorded by Victoria Police members, with more than $19 million of this recorded in the last 12 months. Data for this spotlight has been extracted from the Victoria Police Law Enforcement Assistance Program on 18 October 2016 and reflects criminal offences and alleged offender incidents based on crime recorded by Victoria Police. The data covers a five year period from October 2011 to September 2016. Arson offences are defined as any offence recorded in LEAP that has been coded to the CSA offence classification category “B10 Arson”, and includes the following offence groups: B11 Cause damage by fire B12 a bushfire B19 Other fire related offences 6.2 Prevalence of arson offences Oct – Sept 2014 Oct – Sept 2015 Oct – Sept 2016 % change 2015 - 2016 Number of offences 3,544 3,396 4,480 31.9% Offence rate per 100,000 population 60.7 57.2 74.0 29.4% Alleged offender incidents 1,065 1,068 1,397 30.8% Offender incident rate per 100,000 population 18.2 18.0 23.1 28.3% In the year ending 30 September 2016, were 4,480 arson offences recorded. Cause damage by fire comprised 76.3 per cent of all arson offences, with Other fire related offences and Cause a bushfire offences making up 18.7 and 5.1 per cent respectively. While Cause a bushfire offences only made up 5.1 per cent of all arson offences in the last 12 months, the number of these offences more than doubled compared to the same time last year, up 129.3 per cent from 99 to 227. There were 1,397 alleged offender incidents with a principal offence of arson, an increase of 30.8 per cent (n=329). The offender incident rate per 100,000 people is 23.1, a 28.3 per cent increase compared to the same period last year.
Queenscliffe 86 85 121 160 130 -18.8% - Southern Grampians 865 737 750 960 998 4.0% STABLE Surf Coast 1,034 967 1,014 1,164 1,036 -11.0% DOWN Swan Hill 1,373 1,605 1,645 1,666 1,759 5.6% STABLE Warrnambool 1,909 1,870 2,142 2,396 2,701 12.7% UP West Wimmera 132 102 81 112 137 22.3% - Yarriambiack 223 186 270 336 343 2.1% - Sub 52,759 53,663 56,647 66,159 64,716 -2.2% locations in Victoria Unincorporated Victoria 69 97 95 115 113 -1.7% Justice institutions and immigration facilities 944 652 582 703 1,016 44.5% Total offences2 -4.8% Data extracted from LEAP on 18 October 2017 and is subject to variation 1 The trend test serves as a guide to highlight changes that are statistically significant. For more information, please see the Explanatory notes. 2 Total includes offences with an unknown geographic location or where the offence occurred in an area outside of Victoria.
Justice procedures offences E10 Justice procedures 5,994 6,416 7,807 13,696 12,544 -8.4% DOWN E20 Breaches of orders 27,636 42,288 51,399 58,419 57,522 -1.5% STABLE Sub total 33,630 48,704 59,206 72,115 70,066 -2.8% offences F10 Regulatory driving offences 25 28 30 12 26 116.7% - F20 Transport regulation offences 394 495 462 674 696 3.3% STABLE F30 government regulatory offences 794 987 665 535 713 33.3% STABLE F90 Miscellaneous offences 559 449 460 449 317 -29.4% - Sub total 1,772 1,959 1,617 1,670 1,752 4.9% Total offences 433,387 455,565 486,887 543,987 517,118 -4.9% Data extracted from LEAP on 18 October 2017 and is subject to variation 1 The trend test serves as a guide to highlight changes that are statistically significant. For more information, please see the Explanatory notes.
reports) of the 1,208 female victim reports involving this mode of deception. Similar to male victims, 14.9% (180 reports) involved the use of a computer and 14.2% (171 reports) involved ATM/EFTPOS facilities. The age groups which recorded the largest number of victim reports was 20 – 24 and 25 – 29 years. These two groups accounted for 9.5% (360 reports) and 9.8% (373 reports) respectively. 5.9 Alleged offender incidents In the five years from October 2010 and September 2015, the number of alleged offender incidents doubled from 4,170 to 8,403 (101.5%). The largest increase came in the year ending September 2012 when there was a 42.2% (1,760 incidents) increase in the number of incidents. In the past year the number of incidents has increased by 8.0% (622 incidents). 72.0% (6,053 incidents) of the alleged offender incidents for a deception related offence involved a male offender, and 27.8% (2,340 incidents) involved a female offender. Alleged offender incidents for deception related offences by sex and age, October 2014 to September 2015 Of the 6,053 male offenders for deception related offences the largest age group was 25 – 29 making up 19.3% of all male offenders. This same age group was also the largest of the female offenders, accounting for 21.5% of the 2,340 incidents involving a female offender. Overall, 67.9% (5,704 incidents) of offenders were aged between 20 and 39 years. As at 18 October 2015, 54.3% (4,559 incidents) of the offender incidents with a deception related offence resulted in an arrest and 30.7% (2,579 incidents) resulted in a summons. Another 14.4% resulted in an intent to summons, and the remaining 0.6% resulted in a caution or outcome.
Appendix 4. Offences recorded by offence categories – Apr 2011 to Mar 2016 Offences recorded Apr 2011 - Mar 2012 Apr 2012 - Mar 2013 Apr 2013 - Mar 2014 Apr 2014 - Mar 2015 Apr 2015 - Mar 2016 % change Mar 2015 - Mar 2016 Significance trend test over 24 months1 Crimes against the person A10 Homicide and related offences 159 173 168 176 189 7.4% STABLE A20 Assault and related offences 32,319 36,815 37,728 37,376 40,941 9.5% UP A30 Sexual offences 8,740 8,848 10,200 11,528 11,702 1.5% STABLE A40 Abduction and related offences 561 675 677 683 773 13.2% UP A50 Robbery 3,407 2,977 2,657 2,414 2,738 13.4% STABLE A60 Blackmail and extortion 141 290 240 216 209 -3.2% STABLE A70 Stalking, harassment and threatening behaviour 7,972 10,124 10,693 11,970 12,703 6.1% STABLE A80 Dangerous and negligent acts endangering people 3,269 3,493 4,079 4,305 5,085 18.1% STABLE Sub total 56,568 63,395 66,442 68,668 74,340 8.3% Property and deception offences B10 Arson 3,270 3,822 3,685 3,350 4,344 29.7% STABLE B20 Property damage 48,778 46,931 44,944 42,066 43,641 3.7% STABLE B30 Burglary/Break and enter 45,540 47,396 46,791 44,983 51,134 13.7% UP B40 Theft 142,246 146,081 148,733 147,688 171,531 16.1% UP B50 Deception 23,167 24,429 36,772 33,090 37,265 12.6% STABLE B60 Bribery 128 9 11 38 10 -73.7% STABLE Sub total 263,129 268,668 280,936 271,215 307,925 13.5%
Cambridge City Community Safety Partnership Cambridge City Council 39,000 Fenland Community Safety Partnership Fenland District Council 35,000 Huntingdonshire Community Safety Partnership Huntingdonshire District Council 23,000 East Cambs Community Safety Partnership East Cambridgeshire District Council 12,000 South Cambs Crime and Disorder Reduction Partnership South Cambridgeshire District Council 16,000 Peterborough Partnership Peterborough City Council 30,000 Peterborough Anti-Social Behaviour Team A contribution towards a team tackling ASB within the city Peterborough Enforcement Service 80,000 ECINS - IT system This allows real time sharing of information by partners and case management. This funding enabled the renewal of the licence required. Empowering Communities 78,600 Police Cadets This covers ongoing costs for the provision of volunteer police cadet schemes in the county. Cambridgeshire Constabulary 10,000 Tackling rural crime in Cambridgeshire A contribution to local work to reduce crime in rural communities Cambridgeshire Countryside Watch 12,000 Historic Churches A contribution towards alarms to reduce theft and damage. Diocese of Ely 10,000 Total Awards 1,285,912
hoped that a range of early intervention initiatives of a justice reinvestment nature will flow as a result of this summit. Nationally it is apparent that community campaigns and interest for justice reinvestment are gathering momentum at the state and territory level. Campaigns such as the Making Justice Work Campaign in the Northern Territory; the Smart Justice Project in Victoria and the recent introduction in New South Wales of the Justice Reinvestment Campaign for Aboriginal young people and the early intervention program Youth on Track, are examples of States implementing justice reinvestment strategies The ACT has also considered creating a pilot project around a justice reinvestment model. The Queensland Government is encouraged to identify and implement strategic Justice Reinvestment strategies, along with a cost benefit analysis criteria to evaluate the long term impact and the effectiveness of such strategies. Conclusion Justice reinvestment is not just about reforming the criminal justice system but trying to prevent people from getting there in the first place. Justice reinvestment asks the question: is imprisonment good value for money? The simple answer is that it is not. intervention initiatives and investing in programmes to prevent crime in communities that have high rates of criminal convictions, imprisonment and recidivism may be a better use of valuable taxpayer funds than the spending of funds on the criminal justice system including the courts and prisons. The Anti-Discrimination Commission thanks the Legal Affairs and Community Safety Committee for the opportunity to make this submission.
Gift Cards – DT gave a brief overview of the “Mi” Card, a gift card programme designed to ensure moneys raised are spent in the local economy. A discussion ensued around the possible uptake of this service by local businesses and a lack of BID resource to effectively sell this, as well as how this could be incorporated into existing local events. AP2017/CR/2/4 DT to investigate support available through this programme to deliver in Lichfield. Additional Radios – Please see above, additional work is required to ensure existing radios are fully utilised before addtionalr adios are considered. DT Date of next meetings: Wednesday 8th March 2017 Dates for all meeting can be found via the following link - Action Point List AP2017/1/8 DT to raise issue of non-attendance of committee members. Ongoing. DT AP2017/CR/2/1 RL &LP to identify businesses that are not using radios. RL & LP AP2017/CR/2/3 DT to research local BID’s efforts in collaborative savings. DT AP2017/CR/2/4 DT to investigate support available through gift card programme to deliver in Lichfield DT