SG2001: Definitions and Typologies of Crime and Deviation: Differentiate between crime and deviance – Homework Solution
SG2001: Definitions and Typologies of Crime and Deviation: Differentiate between crime and deviance.
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Written Response Submission Form
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Instructions
Write your responses where it reads “Enter your response here.†Write as much, as needed, to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.
Item 1
Provide the formal definition of deviance and criminality. How might the characteristics and qualifications of deviance differ based on context? Use an example to illustrate your point. Your response should be 250–300 words in length.
Your Response
Enter your response here.
Rubric
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Not Present |
1
Needs Improvement |
2
Meets Expectations |
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| Differentiate Between Deviance and Crime | |||
| Provide the formal definitions of deviance and criminality.
LO1: Define deviance and crime |
Response is not present. | The terms are defined, though they may be partially incorrect or incomplete.
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Deviance and criminality are defined correctly and fully.
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| How might the characteristics and qualifications of deviance differ based on context? Use an example to illustrate your point.
LO2: Describe the effect of context on definitions of deviance |
Response is not present. | The response attempts to address the contextual nature of deviance but does not fully consider both characteristics and qualifications. The response may be missing an example. | The response fully addresses how both characteristics and qualifications might differ based on context. The response uses an example to show the effect of time, place, and situation on perceptions of deviance. |
Item 2
Explain how the following predictors factor into crime and/or deviance: age, sex or gender, and economic status. Your response should be 250–300 words in length.
Your Response
Enter your response here.
Rubric
| 0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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| Differentiate Between Deviance and Crime | |||
| Explain how the following predictors factor into crime and/or deviance: age, sex or gender, and economic status.
LO3: Describe predictors of crime and deviance
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Response is not present. | The response attempts to explain how age, sex/gender, and economic predictors factor into crime and/or deviance but misses at least one predictor or addresses all three only partially.
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The response fully explains how age, sex/gender, and economic predictors factor into crime and/or deviance. |
Item 3
Explain how definitions of deviance and crime are applied in contemporary society compared to 25 or 50 years ago. Use specific examples. Your response should be 250–300 words in length.
Your Response
Enter your response here.
Rubric
| 0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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| Perceptions of Deviance and Crime in Society | |||
| Explain how definitions of deviance and crime are applied in contemporary society compared to 25 or 50 years ago. Use specific examples.
LO4: Compare historical and contemporary perceptions of deviance and crime |
Response is not present. | The response explains how definitions of deviance and/or criminality are applied in contemporary society, but the explanation is minimal.
The response explains how definitions of deviance and/or criminality were applied 25 and/or 50 years ago, but the explanation is minimal. Examples may be vague and/or irrelevant.
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The response accurately describes application of the terms today, 25 years ago, and 50 years ago. The response uses clear and specific examples to show the evolving application of these terms. |
Item 4
Explain why society accepts the criminalization of certain behaviors but not of others. Explain why the perception of deviance or criminality may not be equally applied. (For example, how does wealth or status affect society’s perspective on this issue?) Your response should be 250–300 words in length.
Your Response
Enter your response here.
Rubric
| 0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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| Perceptions of Deviance and Crime in Society | |||
| Explain why society accepts the criminalization of certain behaviors but not of others.
LO5: Analyze perceptions of deviance and crime in society
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Response is not present.
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The response attempts to address why society accepts the criminalization of certain behaviors, but the explanation is minimal, faulty, or unsupported by the learning resources.
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The response fully addresses why society accepts the criminalization of certain behaviors but not others.
The explanation is complete, well organized, and supported by the learning resources. |
| Explain why the perception of deviance or criminality may not be equally applied. (For example, how does wealth or status affect society’s perspective on this issue?)
LO6: Analyze perceptions of crime and deviance in relation to power
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Response is not present. | The response attempts to address why the perception of deviance or criminality is not equally applied, but the explanation is minimal, faulty, or unsupported by the learning resources. | The response fully addresses why the perception of deviance or criminality is not equally applied.
The explanation is complete, well organized, and supported by the learning resources. |
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Item 5
Identify one crime and one behavior that is currently considered deviant. Explain how, as a law enforcement professional, you would address each of these now and how you would have addressed them 25 years ago. Support your explanation by referencing the reading in this competency. Your response should be 300 words in length.
Your Response
Enter your response here.
Rubric
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| 0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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| Law Enforcement Perspectives on Crime and Deviance | |||
| Identify one crime and one behavior that is currently considered deviant.
LO7: Identify criminal behavior and behavior that is considered deviant
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Response is not present. | The response may only identify one crime or one behavior, and/or each may not be correctly aligned with criminal or deviant behavior. | The response identifies one crime and one behavior that is considered deviant behavior. |
| Explain how, as a law enforcement professional, you would address each of these now and how you would have addressed them 25 years ago. Support your explanation by referencing the reading in this competency.
LO8: Compare perspectives on crime and deviance applied in law enforcement practice |
Response is not present. | The response compares how law enforcement currently addresses the difference between the identified crime and the identified deviance to that of 25 years ago, but explanation is minimal. Alternatively, the response may not address one of the time periods or may not compare them in a clear and meaningful way. The response does not attempt to use evidence from the reading in an accurate or meaningful way.
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The response fully explains how law enforcement currently addresses the difference between the identified crime and identified deviance compared to 25 years ago. The comparison is well organized and is supported with evidence from the readings in the competency. |
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References
Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example:
- Mallicoat, S. L. (2016). Crime and criminal justice: Concepts and controversies. Thousand Oaks, CA: Sage Publications.
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2†on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
| Mastery Rubric | No | Yes |
| Exceeds Expectations: Connections to Experience | ||
| Compares life experiences and academic knowledge to infer differences, as well as similarities, to concepts/ theories/ frameworks of fields of study. | Responses do not integrate professional knowledge and experience from the criminal justice discipline when applied to perspectives on crime and deviance; responses also do not demonstrate an understanding of contemporary and historical approaches to crime and deviance. | Responses integrate professional knowledge and experience from the criminal justice discipline when applied to perspectives on crime and deviance; responses also demonstrate an understanding of contemporary and historical approaches to crime and deviance. |
Professional Skill Building
The faculty SME will provide feedback based on the following writing expectations. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed.
Remember, this skill will be assessed and count toward achievement of the Professional Skill: Written Communication when you complete SG2003 and SG2004. Therefore, it is highly recommended that you use this opportunity to practice this important skill in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.
| Written Communication: Write with clarity, coherence, and purpose. | |||
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Needs Improvement |
2
Meets Expectations |
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| LO1: Construct complete and correct sentences. (AWE 2; Sentence Level Skills) | Sentences are incoherent and impede reader’s access to ideas. | Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas. | Sentences structure effectively conveys meaning to the reader. |
| LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) | Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. | Some inaccuracies in grammar and mechanics limit reader’s access to ideas. | Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
| LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) | Paragraphs, or lack of paragraphs, impede reader’s access to ideas. | Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. | Main idea and/or supporting paragraphs effectively convey meaning to reader. |
| LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) | Supporting materials are not present. | Supporting material is used inconsistently or inappropriately. | Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
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| LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills) | Ideas are disorganized with no/poor transitions. | Ideas are loosely organized with unclear paragraphing and transitions. | Ideas are organized with cohesive transitions. |
| LO6: Identify sources. (AWE 2; Credit to source) | Sources are missing. | Writing inconsistently identifies or misrepresents sources. | Writing clearly identifies the source of nonoriginal material and/or ideas. |
SG2001: Definitions and Typologies of Crime and Deviation: Differentiate between crime and deviance.
