Crime Control Model: Philosophy of criminal justice

Crime Control Model: Philosophy of criminal justice Crime control model refers to a philosophy of criminal justice which focuses on decreasing crime in the community through increased police and prosecutorial abilities. Crime control places emphasis on the power of the government to protect society, with less attention on individual rights. Those who take a strong stance favoring tough ways to approach crime and criminals may be characterized as supporters of crime control. The prevention of crime should ne the most important responsibility of criminal justice and crime control model because order is a necessary condition for a free society. Crime control proponents believe that criminal justice should concentrate on protecting victims rights rather than on vindicating defendants liberties. Police authority should be increased to make it easier to search, seize, investigate, arrest and convict. Legal technicalities that restraint the police should be removed and dismissed. In the crime control model, the criminal process should operat e like an assembly-line, pushing cases quickly and smoothly along toward disposition and conviction. For example, if the police make an arrest and a prosecutor files criminal charges, then the accused should be presumed guilty because the investigation of police and prosecutors is highly reliable. Overall, the main objective of the criminal justice process should be to discover the truth or to establish the factual guilt of the accused. The assumption of absolute reliability of police fact-finding is the basis of the crime control model for law enforcement and treats arrestees as if they are already found guilty. Advocates of the crime control model feel severe punishment deters crime but if the laws go unenforced, there is a high percentage of failure for apprehending and convicting criminals. The Crime Control Model requires that primary attention be paid to the efficiency with which the criminal process operates to screen suspects, determine guilt, and secure appropriate dispositions of persons convicted of crime (Packer, 1964). Crime control policies involve enforcement actions made by law enforcement agencies and the administration of the criminal justice system such as correctional facilities and courts. Most crime control polices have resulted in greater investment in law enforcement. Higher rates of incarceration have also resulted in state and federal prison due to crime control policies. In order for the m odel to favorable function, the model must produce a high rate of apprehension and conviction and must do so in a circumstance where the incidents dealt with are very abundant and the means for dealing with them are very restricted. Quick processing is an important factor of the crime control model. The criminal process, in this model, is seen as a screening process in which each successive state- prearrest investigation, arrest, postarrest investigation, preparation for trial, trial or entry of plea, conviction, disposition-involves a series of routinized operations whose success is gauged primarily by their tendency to pass the case along to a successful conclusion (Packer, 1964). Another policy of the crime control was the theory of presumption of guilt by Herbert Packer. Once a person has been arrested and investigated without being found to be probably innocent or once a determination has been made that there is enough evidence of guilt to permit holding a person for further action, then will be confidence in the reliability of the fact-finding activities that take place in the early stages of the criminal process. Until there has been judgment of guilt by an authorized legal competent such as police, the suspect is to be treated as if guilt is the verdict. The focus is to encourage the arrestee to enter a plea of guilty. Some other issues that may affect the crime control model occur because public policy making occurs in a political environment and it is most likely that crime control policies are politically possible. Crime Control Model Views The control and constraint of criminal conduct and activity is the most important factor of the crime control model. Unless crime is controlled, the rights of law-abiding citizens will not be protected, and the security of society will be diminished (Neubauer Fradella, 2010. P. 20). Responsibility, discipline, and self-control are key values in the view of crime control. Crime develops from these factors and in order to reach the goal of crime suppression, the criminal justice system needs to process arrestees efficiently. In order to do so, determining guilt according to evidence is law enforcements responsibility and fact-finding is adequately infallible to keep the innocent from being falsely punished. To achieve the goal of repressing crime, the crime control model explains the cure is to eliminate legal loopholes by curtaining the exclusionary rule, abolishing the insanity defense, allowing for preventative detention of dangerous offenders, and increasing the certainty of punis hment (Neubauer Fradella, 2010. p. 21). Supporters feel that the courts limit law enforcement and do not provide enough protection for society and claim criminals beat the system and get off easy. Advocates of the crime control model hold views supportive to the idea of repressing crime in many areas of discussion of law. When it comes to asset forfeiture, crime control proponents demand severe regulations and limitations on asset forfeiture because it unfavorably grants the government too much power and control over substantial property rights. The crime control view on drugs and its policies is you do the crime, you serve the time. The crime control model originates the mentality that drug abuse is provoked by an analysis of individual responsibility and self-control. The solution to this problem of narcotic abuse is punishment. In hopes to teach a lesson and deter others from making the same mistake, crime control supporters believe arrest and conviction will do the trick. Indigent defenses are defense cases made by those individuals who cannot afford to pay a lawyer and therefore are entitled to a lawyer free of charge. As expenditures for defense services for the indigent have risen dramatically, crime control enthusiasts are concerned that the government is paying too much for indigent defense. The adoption of stringent indigency standards and cost recovery are ways to help improve the governments economic inequality. Screening applicants more thoroughly can ensure that the applicant is truly needed of the service and cost recovery seeks partially indigent defendants to assist paying for their defense. From a practical standpoint, defendants appear to be more willing to voluntarily contribute to their costs or representation before disposition than being requested to pay after entering a plea or having been found guilty (Spangenberg et al. 1986, p. 70). To crime control defenders, the right to bail ought to be changed in the image of pretrial releas es of defendants who commit new crimes while out on bail. Inequities are the link between bail and crime. Pretrial crimes and preventative detention concerning bail reform is based on the crime control model. Vindicators of the crime control model emphasize that bail should be used to protect society. They centralize on defendants who are probably going to commit additional crimes while out on bail and stress the need for preventative detention.Many of those rearrested were initially arrested for a misdemeanor and later arrested for another minor offense (Neubauer Fradella, 2010. p. 273). Plea bargaining is the process by which a defendants pleads guilty to a criminal charge with the expectation of receiving some benefit out of it. Supporters of the crime control model believe that plea bargaining permits defendants to avoid conviction for crimes they commit. Plea bargaining often times results in lenient sentences and gives criminals the impression that courts and the law are easily manipulated. Plea bargains send the wrong message. When criminal offenders are permitted to plead guilty to lesser charges with lesser penalties, the credibility of the entire system is corrupted (LaWall, 2001). Advocates of the crime control model preached concern that too much judicial discretion led to unduly lenient sentencing. This moved legislatures to greatly reduce judicial sentencing discretion. Adherents of the crime control model were very concerned the indulgent discretion resulted in a lack of effective crime control. They recognize that criminal justice officials were making decisions that produce unnecessary leniency. They perceived trial judges were imposing sentences well below the statutory maximum and that parole boards were too wiling to release prisoners early. Crime control proponents have particular views pertaining to crime control and when it comes to the death penalty, they feel the death penalty is a deterrent in that it scares people from committing murder because they know what the end result will be. They believe that the fairness of the death penalty is unimportant or unproven and for example, African-Americans are no more likely to be executed than white Americans. The crime control model of criminal justice believes that the death penalty should be retained because it is morally acceptable to take the life of a person who has already taken another persons life (Neubauer Fradella, 2010. p. 402). Finally, the crime control model on juvenile delinquency and its courts is more adult penalties. Crime is the product of moral breakdown and it does not matter what the age is. Supporters of the crime control model feel juveniles who commit crime should take full responsibility for their actions and be punished like adults. One version of more adult penalties for juvenile offenders involves increasing the numbers of transfers to adult court. Chronic overcrowding of juvenile justice facilities is one problem often mentioned, but it is unclear how merely shuffling the overcrowding problems of juvenile facilities to already overcrowded adult courts and adult prisons will alleviate the problem (Neubauer Fradella, 2010. p. 519). Crime Control Issues For most of the last two centuries the states specialized institutions of criminal justice have dominated the field, and have treated crime as a problem to be governed through the policing, prosecution and punishment of individual law breakers. Today we see a development that enlists the activity of citizens, communities and companies, that works with more expansive conception of crime control, and that utilizes techniques and strategies that are quite different from those used by traditional criminal justice agencies. The crime control model insists on the value of efficiency. The investigative efficiency ideal-type is promised upon administrative efficiency. The crime control model is concerned with the fundamental goal of the criminal justice system. The criminal process is a battle between two opposing arguments whose interests are relentlessly antagonistic: the Individual (particularly the accused) and the State. Professor Herbert Packer of Stanford University is best known for his idealistic views on the crime control model. Some refer to his analysis as the efficiency model. He believed that the Crime Control Model accepts the probability of mistakes up to the level at which they interfere with the goal of repressing crime, either because too many guilty people are escaping or, more subtly, because general awareness of the unreliability of the process leads to a decrease in the deterrent efficacy of the criminal law. His argument was that these sets of values `compete for priority in the operation of the criminal justice process and he sought to show the way in which they were influential in shaping the system and the actions of its functionaries. Crime control models command for operational efficiency is the reliability (or investigative efficiency) of the police/prosecutorial screening process. The crime control model derives primarily from administrative and economic considerations. There is a tendency to use the term `Crime Control in two distinct sensessometimes to describe the goal of the criminal justice system and sometimes to summarize a complex of values which influences its operationand confusion inevitably follows (Duff, 1998). Herbert Packers models of the criminal justice process defined the theories we believe in today. The crime control model was built on community concerns for security and order. Packers crime control model suspects that criminal law is able to control crime without accounting for the fact, manifested by victimization studies meaning that most victims do not report crime to the police. He [Packer] assumes that punishment is necessary to control crime whereas it may achieve little in the way of general deterrence and may make things worse by stigmatizing offenders and producing defiance (Roach, 1999). The crime control model looks to the legislature, as its validating authority and allows the universal confidence that legislature pl ace on the criminal sanction. The model commends that countless cases result in a guilty plea or prosecutorial dismiss. Because the crime control model is based on factual guilt, the police are given a wide range of investigative powers to arrest people during questioning and this is often the quickest way to establish factual guilt. In conclusion, Herbert Packers crime control model, or efficiency model, is solely based on the protection of the people. In one sense of course, it does not matter what we rename this complex of values, as long as we distinguish it from the goal of Crime Control, but the term `Efficiency model does seem to capture its essence (Duff, 1998). Packer describes it as requiring that `primary attention be paid to the efficiency with which the criminal process operates, as demanding `efficiency of operation and as an `administrative, almost a managerial, model (pp. 158-9). Crime control is the overall aim of the criminal justice system and in this model, police investigations, quick prosecutions, and extreme consequences are the key.

Modern Language Association Essay

The Modern Language Association (MLA) format is the most used format in doing papers especially with Liberal Arts and Humanities subjects (Purdue Owl). This format is based primarily on the author’s name and page number format. But before we start discussing how to cite sources, we must first learn how to properly format the paper using MLA. According to the OWL at Purdue website, the paper size should be a standard 8. 5 x 11 inches with 1-inch margin on all sides. The paper should be double-spaced using a formal font style such as Times New Roman in 12 pts. On all pages of the paper, a header that includes the last name of the owner of the paper and page numbers should be placed. The first lines of the paper should be indented to the left and one line apart: First and Last Name of the owner of the paper, name of professor, Subject/Course, and the date. Once these things are set up, the paper could now be officially started; the title of the paper should be at the center one line following the date (Purdue Owl). There are two basic ways of doing an in-text citation using MLA format. The first is using signal phrases — naming the author first in the sentence and then placing in parentheses the page number where the citation came from after the cited words. The second is including the last name of the author in the parenthetical citation, written before the page number and without any marks between them. If a particular source has no author mentioned, there are also two ways on how to properly cite the material. First is to use the title of the work as a signal phrase or place a shortened version of the title in the parenthetical citation. In case of sources where an organization can be used as the source, use the name of the organization as if it was the author. If page numbers are missing, like in web sites, just include the name of the author, again, either as a signal phrase or a parenthetical citation (â€Å"MLA in-text citations† 2).

My Learning Experience Essay

How is it precisely, that people learn things? As you know, when being taught something it is presented through our five senses. Studies indicate that when it comes to the succession of entirely grasping the concept of something, how that information is presented is a governing factor. Furthermore, when you apply this concept to everyday life it is apparent that college educators should present information in a way that is best suitable to the content rather than the student. On my spare time, I like to disassemble and reassemble whatever computer devices I may have in my possession. About a week ago, I discovered that it is possible to get a custom colored added to your Apple iphone. Yesterday, I decided that I was going to learn how to disassemble my iphone. So naturally, when my custom purple parts came in the mail, I decided it was time to go to work. I approached the tasks by using what is known as the â€Å"Scientific Method. † This method is a form of learning style and includes the preliminary steps such as: visual research, recording data, formulating a plan and finally, executing your hypothesis on a test subject. Learning how to do this task is not easy, because I did not have a physical teacher and I was inexperienced with the mechanical design of the Apple iphone. I followed a visual tutorial that I found on Youtube on the disassembly of my specific phone. I watched the video once before determining that if I followed the guide in complete synchronization, that I would be able to apply the proper parts and make the phone look better than before. Which was a custom purple front and back-plate that I ordered online. Next, I put the video on widescreen and tried my best to mimic the guide as he move through the tutorial. I managed to completely disassemble my phone to the smallest of its components due to the effects of the visual interpretation I stored in my head from watching the video. Surprisingly, looking at the phone in pieces made way more sense than looking at it as a whole because you could see how every little piece adds up to its functional design. In my hands on experience, I learned how many things worked on the device without having read a manual. Furthermore, when I began to reassemble my iphone, I felt so confident in my ability that I closed out the tutorial that I reassembled without any help. Furthermore, when I was taking the iphone apart it took me about an hour to fully disassemble it but when I put it back together it took half of the time. This was made possible because of the video of the virtual instructor that I found on Youtube using the â€Å"Scientific Method†. I memorized every piece of the iphone because I had a vivid picture of the tutorial in my mind. This just goes to show how the use of a learning style is a governing factor of whether something is fully learned or not. The articles â€Å" Ask The Cognitive Scientist† and â€Å" The Myth of Learning Styles†, by Daniel T.  Willingham are informational collaborations on the study of cognitive science and its relation to how the human mind learns. On the other hand, the article â€Å"Learning Styles Fact and Fiction† by Derek Bruff slightly differs from the arguments posed by Willingham’s articles. The article â€Å" Ask the Cognitive Scientist†, analyzes whether visual, auditory, and kinesthetic learners actually need to be learned though visual, auditory, and kinesthetic instruction. Indicated studies suggest that to learn new material effectively depends on the modality of the content. In other words, it is how new knowledge is introduced to a person that affects whether that material will be able to effectively be learned. In fact, some topics may call for more than one modality to be used. Furthermore, the article â€Å"The Myths on Learning Styles† questions the accuracy of learning styles by illustrating four different theories on learning styles. In summation, the article illustrates that a certain number of factors that vary from person to person and are known to affect learning styles. These factors include ability, background knowledge, interest, and intelligence. The authors argue that the belief in learning styles continue to persevere because learning styles have become common knowledge or a widespread acceptance. In addition, most of the general theories on learning styles are true. However, people need to take into account the differences in learner ability. Overall, the author focuses on the belief that students have different many factors involved when it comes to learning but there are no difference their learning styles. On the other hand, the article â€Å"Learning Styles Fact and Fiction† by Derek Bruff argues that the analysis of the learning styles illustrated by the other two articles may be true, but they area not precise. Furthermore, pinpointing a student’s learning style through test does not have an affect on how well they will learn through various other activities. According to the article, there are precisely three main important factors about modalities drawn from cognitive science. These three factors include are that visual thinking tools help everyone, using the best modality or modalities for the content, and that people learn new material best when they encounter numerous times in numerous different ways. Overall, the incorporated studies illustrate the concept that how information is presented to a person effects how effectively a person learns that information. My experience further displays how the use of an effective learning style as a means of approach when dealing with a task I’m not experienced in is a tremendous contribution to whether information presented to a person is fully understood or not.

Internship Report On The Internship - 1702 Words

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LeBow Hall 1225 Phone: +1-215-895-2146 E-mail: jensenpe@drexel.edu Table of Contents INTRODUCTION 2 THE ORGANIZATION 3 LEARNING OBJECTIVES 6 Project Management Skills 6 Communication Skills 7 Client and Corporate Citizen Skills 7 Discipline specific skills 7 PROJECT EXPERIENCE 9 Data Management 9 Reporting Dashboards 10 Custom Analytics 10 Innovation 10 OBSERVATIONS LEARNINGS 11 REFERENCES 13 INTRODUCTION The following report describes the activities carried out during a 10 - week, full-time internship at Audience Partners, PA. The document contains information about the organization and the responsibilities performed throughout the period between July and September 2015. 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