Edited, Updated, and Abridged Academic Version

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Short Description:
The Justice eReader presents Landmark Supreme cases in their social and historical context and examines their impact on criminal justice, law, culture and politics in the United States.

Long Description:
The John Jay College Justice eReader is a product of the Transforming the Justice Core Project, made possible through generous funding from the Teagle Foundation.

An interdisciplinary working group of scholars in the humanities, criminal justice and social sciences at John Jay identified Supreme Court cases of significance to a student body interested in social justice issues and their intersection with legal and criminal justice professions. With the cases as a foundation, the working group identified readings and media that facilitate students’ interpretation and analysis of the key themes and issues at stake in each case and developed new syllabi and assignments geared toward transfer students who have completed their associate degree. This text is organized by case and contains both original legal documents and a curated selected of Open Educational Resources that introduce perspectives and representations of the issues at stake in the cases. Instructors may also access sample syllabi, assignments, and course bibliographies to guide their own practice.

The eReader purposefully integrates humanities, liberal arts and social science perspectives to present a critical examination of Landmark Supreme Court cases alongside the ethical, social, legal and political questions and histories that inform them. Readers whose ambition is to serve their communities through public service, legal, law enforcement or other professions will develop their ability to reckon with the complex ethical and moral situation of the contemporary American justice system as a result of interaction with the Justice eReader.

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A student manual developed by the Utah State Board of Education, in cooperation with the Unified Police of Greater Salt Lake

The MIT Prison Education Initiative (PEI) hosted this non-credit January IAP course to give the MIT community an opportunity to engage in discussions about mass incarceration and criminal justice reform. The Independent Activities Period (IAP) is a special four week term at MIT that runs from the first week of January until the end of the month.

This assignment is designed as a mini-research project with the purpose of having students engage with marginalized actors in history. The purpose is to help students find themselves in the archives by focusing on self-representation that is important to their own socio-economic and ethnic groups. By providing historical research in the form of primary and secondary documents on figures that have been historically "left out" of the historical narrative, the students will help fill the gaps in the archive, be active in the creation of new curriculum, and gain a better understanding of marginalization and the power of historical memory in the process.

John Emil List murdered his mother, wife, and three teenaged children on November 9, 1971 in their dilapidated Westfield, NJ mansion.  The victims were not discovered for nearly a month, and List escaped capture for nearly 18 years.  This repository includes primary source materials and lesson plans for instructors in criminal justice, history, and psychology.Repository Locationhttps://unioncc.instructure.com/courses/11394

An examination of the phenomenon of mass shootings in the United States. The course explores the available data on trends in and distribution of mass shootings, the characteristics of shooters, and patterns in the features of incidents, as well as proposed theories. Potential societal, law enforcement, and public policy responses, as distinct from political responses, are explored from a criminological perspective.

Learning Outcomes:
1. Describe the distinct phenomenon of mass shootings in the United States.
2. Explain how mass shootings differ from other types of mass murder, terrorism, or violent crimes.
3. Explore available data on trends and distribution of mass shootings in the United States.
4. Determine patterns in incident features including targeted victims, location, preparation, weaponry, and intended outcome of shooter.
5. Identify the patterns in characteristics of those who carry out mass shootings.
6. Evaluate societal response, law enforcement response, and public policy response to different mass shootings.
7. Analyze theories behind the phenomenon of mass shootings in the United States.

lastimosamente en Guatemala estamos entrampados en el Populismo punitivo, no solo Guatemala tiene este problema sino otros países más, la diferencia es que, en otros países, de cierta manera les interesa el tema y van como acomodando y mejorando estos puntos para no continuar en el populismo punitivo, pero en Guatemala por la misma corrupción, esto es complejo y hasta muerto puede salir el que quiera realizar reformas a temas que no le convengan al gobierno en turno.

This activity was produced in conjunction with The Library of Congress and the TPS at Metropolitan State University of Denver. This activity will allow learners to look with with empathy, respect and understanding:prohibition and the war on drugsthe historical and present day challenges these present for economically disadvantaged individuals

For this assignment students read about witness interviews and evidence from a case where a farming assistant was murdered. Students then analyze hair evidence along with other evidence and come to a conclusion about the killer.  

Countering the Threat From States and Non-State Actors

Short Description:
The danger posed by nuclear weapons and fissile materials is ever present. The end of the Cold War and the significant reduction in the size of Russian and U.S. nuclear stockpiles did not change this fact of life. There are now nine states that possess nuclear weapons – the United States, Russia, the United Kingdom, France, China, Israel, India, Pakistan, and North Korea – and the number of nuclear weapons in the world in 2019 is estimated to be almost 14,000. In addition, the production of highly-enriched uranium and plutonium continues in several places, while more than 440 civilian nuclear facilities around the world are in operation, posing their own particular risks. When one also considers that non-state actors constitute a significant global danger and the potential for nuclear terrorism, it is clear the need for nuclear security remains paramount. There is no other type of weapon that comes close to doing the level of damage that nuclear weapons can inflict. Data dashboard

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This Folder is about the Use of OER in Criminology .It shortly introduce how the subject criminology will be benefitted using good amount OERs .It also has the resources on:Classification of OffencesOffence against WomenOffences aagainst Children However , It is just a beginning on Criminology . The OERs on this folder will be continuously add up frequently . Those who are interested can view it . The " TITLE IMAGE " used here on this topic is by FACTINATE    on the topic  30 Ominous Facts About Criminology   with CC license of  (CC BY-SA 3.0)NOTE: Members of the Group SWAYAM OER for Empowering Teachers   are requested to  join, contribute , co-create to development of above topic on OER commons platform.                                            Dr.RUFUS D  

I have spent the past five or so years giving conference presentations on the topics of learning disabilities, technology, use of visuals and media. I am a seasoned teacher of Adult Basic Education within Corrections.
I am hoping that someone can find a few ideas here they may want to build into their own curriculum.
These are PowerPoint collections mostly.
The conferences I shared them at were CEA, or Correctional Education Association and our State GED / Literacy Conference.

The Oral History of Criminology Project preserves and shares the accounts of prominent scholars of their role in shaping the evolution of the field. Through the use of taped interviews, an enduring record—an “oral history”—is established of how personal, social, historical and professional influences intersected to give rise to criminology’s landmark ideas and initiatives.

This Open Educational Resource text has been created from a combination of original content and materials compiled and adapted from a number of open text publications.Attributions are more clearly delineated in the License and Attributions area of this textbook, including descriptions of which sections were edited prior to their inclusion.This Open Textbook is designed to be a comprehensive coverage of Psychopathology and Abnormal behavior in a clinical context, reflecting past and current research, including coverage of the DSM-5.  Note from the author* : The variability of the in text citations and the absence of foot notes, reflect the very nature of this compilation of various source materials. We hope that this will not distract the reader. Original texts can be found by following the attribution url, for those interested in original authors, especially when a reference to research has been made.*Dr. Sonja Miller is a Clinical Psychologist and Visiting Assistant Professor at Suny Albany and Adjunct Professor of Psychology at Hudson Valley Community College (at the State University of New York at Albany).*Minimal adjustments made By Dr. Debra J Matchinsky at North Hennepin Community College include the name of the text and cover image created by Dr. Matchinsky using free images from Pexels.com. 

El presente trabajo se inicia del problema cuando se investiga de qué manera al sancionar con una misma pena en el delito de Peculado Doloso afecta el principio de proporcionalidad, por lo que es necesario remitirnos al artículo 387 del Código Penal, cuyo tenor es como sigue: El funcionario o servidor público que se apropia o utiliza, en cualquier forma, para sí o para otro, caudales o efectos cuya percepción, administración o custodia le estén confiados por razón de su cargo, será reprimido con pena privativa de la libertad no menor de dos ni mayor de ocho años. Constituye circunstancia agravante si los caudales o efectos estuvieran destinados a fines asistenciales o a programas de apoyo social. En estos casos, la pena privativa de la libertad será no menor de cuatro ni mayor de diez años. Según lo establecido por el Acuerdo Plenario N.° 4-2005/CJ-116, Pleno jurisdiccional de las Salas Penales Permanentes y Transitoria de la Corte Suprema de Justicia, los elementos del tipo penal de peculado son (i) la existencia de una relación funcional, (ii) la percepción, administración o custodia, (iii) apropiación o utilización, (iv) el destinatario: para sí o para un tercero, (v) caudales y efectos. El resultado fue que al sancionar con una misma pena en el delito de Peculado Doloso en su modalidad de apropiación y utilización visten de igual contenido de ilicitud, pese a las diferencias si las apreciamos desde una perspectiva patrimonialista o de salvaguarda del derecho de propiedad del ente público, en la modalidad de utilizar existe un exceso en la penalización afectándose el principio de proporcionalidad, razón por la cual debe tener un tratamiento distinto.

I have a fact sheet that has been helpful for me in explaining Phonics/ Phonemes/ Graphemes/ Phonemic Awareness/ Phonological Awareness.
I have several mini-books here that you can print for ESL/ LEP/ severe ABE students to learn basic vowel sounds.
Long/Short Vowel books is what I have here.
I have also added a few PowerPoints that i created with cc images that you can use to put up to encourage spelling/ phonemic skills.
Hope something here is helpful for you!!