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

Word Count: 3351

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This website features many of the OER conversion projects completed at John Jay College over the past few years. Class conversions using the Blackboard platform are not represented because of the BB firewall. These are not the actual LibGuides, but content from the LibGuides, using the LibGuide platform for access. The entire website is public.

The left navigation panel displays the academic departments with the overview and objective of the department. Also, navigation to the specific departmental classes, with corresponding OER content, are found at the bottom of the academic department pages. You can also directly navigate to the specific converted class, by clicking on the course title under the department tab. When clicking on a specific class (e.g. Science 110), the link takes you to the course description, learning outcomes of the course and a link to the OER content for the specific course. The OER content features creative commons OER Textbooks, vetted open Internet sites, academic journal articles and library owned streaming video, requiring a login to the John Jay Library. Each academic department features a link to "Discussion and Comments". In addition all pages have navigation arrows to previous pages and next pages. On many of the OER content pages, the class calendar by week is featured with links to the reading assignments. In addition to the specific OER content by class, there is a link at the top of the main page to access generic OER by subject and/or topic.

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.

This Open Educational Resources site will complement textbooks and lectures with obvious information gaps. An extension of regular learning content. For example, you can accompany the text with multimedia materials such as videos. By presenting information in multiple formats, students can more easily learn the material being taught.

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.

ADMJUS-110 - Administration of Justice: Principles and Procedures

Upon completion of course, the successful student will be able to:

Compare and contrast the historical and contemporary sources of
Distinguish between state and Federal court
Compare and contrast legal means of stopping, searching and arresting a
Compare and contrast arraignment, preliminary hearings, and trial procedures, including how the 6th, 8th and 14th Amendments relate to those procedures.
Analyze how the history and application of the exclusionary rule have shaped criminal procedure.
Differentiate each of the steps of the trial

Comprehensive textbook that covers the limitations on government during the police and courts process.

Fundamentals of Procedural Law provides a concise overview of the foundations of the law of Criminal Procedure in the United States.

This book uses what has been called the “text-case” method. The text part (this book) explains the general principles, practices, and issues related to the law of criminal procedure. The case part (Fundamental Cases in Procedural Law) consists of excerpts from Supreme Court criminal procedure cases, specially edited for nonlawyers. The case excerpts provide you with real-world encounters among criminal suspects, defendants, and offenders on one side and law enforcement officers, prosecutors, defense lawyers, and judges on the other. The excerpts show you how the general principles apply to the details of actual situations, stimulating you to think critically about how the general principles and practices apply to day-to-day criminal justice administration.

This book is based on two open-access textbooks: Bhattacherjee’s (2012) Social science research: Principles, methods, and practices and Blackstone’s (2012) Principles of sociological inquiry: Qualitative and quantitative methods. I first used Bhattacherjee’s book in a graduate-level criminal justice research methods course. I chose the book because it was an open educational resource that covered the major topics of my course. While I found the book adequate for my purposes, the business school perspective did not always fit with my criminal justice focus. I decided to rewrite the textbook for undergraduate and graduate students in my criminal justice research methods courses. As I researched other open- educational resources for teaching social science research methods, I found Blackstone’s book, which covered more of the social science and qualitative methods perspectives that I wanted to incorporate into my book.

As a result, this open-access textbook includes some content from both previous works along with my own additions based on my extensive experience and expertise in conducting qualitative and quantitative research in social science settings and in mentoring students through the research process. My Ph.D. is in Sociology, and I currently teach undergraduates and graduate students in a criminal justice program at Weber State University. Throughout my career, I have conducted and published the results of research projects using a variety of methods, including surveys, case studies, in-depth interviews, participant observation, content analysis, and secondary analysis of quantitative data. I have also mentored undergraduates in conducting community-based research projects using many of these same methods with the addition of focus groups and program evaluations.

Statistical table of attitudes towards the honesty and ethical standards of judges organized by demographic characteristics. Lower income earners and elderly citizens tend to rate judges lower.

Short Description:
This is a series of 5 capstone lessons based on 5 interviews. Topics of the lesson are: Sergei Khrushchev (about the historical legacy of his father, Nikita Khrushchev), Sergei Enikolopov (crime), Viktor Loshak (journalism), Evgenii Aksenov (business), and Aleksandr Asmolov (education).

Long Description:
This is a series of 5 capstone lessons based on 5 interviews. Topics of the lesson are: Sergei Khrushchev (about the historical legacy of his father, Nikita Khrushchev), Sergei Enikolopov (crime), Viktor Loshak (journalism), Evgenii Aksenov (business), and Aleksandr Asmolov (education).

Authors: Nina Familiant, Shannon Donnally Quinn, Benjamin Rifkin

New version created by: Shannon Donnally Quinn with help from Lidia Gault

Word Count: 4544

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This OER covers law enforcement, criminal courts, sentencing, penal institutions, and community-based sanctions. It also includes historical and contemporary perspectives on components of the criminal justice system, as well as the legal and constitutional frameworks in which they operate. Order a print copy: http://www.lulu.com/shop/alison-s-burke-and-david-carter-and-brian-fedorek-and-tiffany-morey/introduction-to-the-american-criminal-justice-system/paperback/product-24027992.html

Long Description:
This OER covers law enforcement, criminal courts, sentencing, penal institutions, and community-based sanctions. It also includes historical and contemporary perspectives on components of the criminal justice system, as well as the legal and constitutional frameworks in which they operate.

Learning Objectives: Students will increase the breadth of their knowledge and understanding of the American Criminal Justice System. Students will enhance their critical thinking skills via writing, reading, and discussion. Students will learn the history, functions, responsibilities, processes, and importance of each component of the criminal justice system. Students will become familiar with research and its relationship to criminal justice policy. Students will use the foundations learned about the American criminal justice system in future CCJ courses. Additionally, myths and controversies are incorporated in the course covering the above-noted content areas in the American criminal justice system. In our experience, this tends to be the most exciting part of the class. It also helps students build all learning outcomes through assignments, readings, and materials covered in class. The primary goal when writing this book was to make it easy to read, with fun examples, thought-provoking discussion questions, and is accessible to all to ensure that students would read. The content level targeted first-year students who are taking their first course in Criminology and Criminal Justice, but also as a general education course for those that may not intend to major. In order to ensure each area has accessible materials for the course and meets our learning objectives and goals, we have conducted preliminary research in order to determine our best option is moving forward.

Order a print copy: http://www.lulu.com/shop/alison-s-burke-and-david-carter-and-brian-fedorek-and-tiffany-morey/introduction-to-the-american-criminal-justice-system/paperback/product-24027992.html

Word Count: 123812

ISBN: 978-1-63635-067-7

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Sexual Violence Prevention and Response Training for B.C. Post-Secondary Institutions

Short Description:
The Safer Campuses for Everyone training is a 75 minute online, self-paced, and non-facilitated training on preventing and responding to sexual violence in post-secondary institutions. This training is recommended for all members of the campus community: students, faculty, administrators, and staff. This implementation guide is intended to support post-secondary institutions in customizing and delivering the Safer Campuses for Everyone training. It includes information about how to adapt and edit the course content using the web application Articulate Rise and how to share the course through a learning management system such as Moodle, Blackboard, Canvas, and D2L.

Long Description:
The Safer Campuses for Everyone training is a 75 minute online, self-paced, and non-facilitated training on preventing and responding to sexual violence in post-secondary institutions. This training is recommended for all members of the campus community: students, faculty, administrators, and staff. This implementation guide is intended to support post-secondary institutions in customizing and delivering the Safer Campuses for Everyone training. It includes information about how to adapt and edit the course content using the web application Articulate Rise and how to share the course through a learning management system such as Moodle, Blackboard, Canvas, and D2L.

Word Count: 6286

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Coursework examines important issues facing the youth of today and discusses sexual assault, sexual violence, sex trafficking, and the importance of advocating for self and for others. The coursework is inclusive to all genders/races/ethnicities/abilities and makes the point that sexual violence does not discriminate. This is meant to be an open, discussion-based seminar to ask important questions and learn about safety for yourself and others from sexual violence. Learn about your resources and your rights as an individual to help serve yourself and your community. Students will complete a community project that contributes to student volunteer hours. This is meant to help them immerse into the content they learn within the scope of this course, as well as foster empathy and civic engagement within students to become passionate and upstanding individuals for their communities.

These texts have virtually the same content. Both books contain ADMJ content that could be useful for multiple courses (especially AJ160). Original publisher and author were requested to be removed. University of Minnesota Libraries Publishing adapted this resource.