Criminal Law uses a two-step process to augment learning, called the applied approach. First, after building a strong foundation from scratch, Criminal Law introduces you to crimes and defenses that have been broken down into separate components. It is so much easier to memorize and comprehend the subject matter when it is simplified this way. However, becoming proficient in the law takes more than just memorization. You must be trained to take the laws you have studied and apply them to various fact patterns. Most students are expected to do this automatically, but application must be seen, experienced, and practiced before it comes naturally. Thus the second step of the applied approach is reviewing examples of the application of law to facts after dissecting and analyzing each legal concept. Some of the examples come from cases, and some are purely fictional. All the examples are memorable, even quirky, so they will stick in your mind and be available when you need them the most (like during an exam). After a few chapters, you will notice that you no longer obsess over an explanation that doesn’t completely make sense the first time you read it—you will just skip to the example. The examples clarify the principles for you, lightening the workload significantly.

In this book, you will examine the moral and ethical issues that exist within law enforcement. This book will also familiarize you with the basic history, principles, and theories of ethics. These concepts will then be applied to the major components of the criminal justice system: policing, the courts, and corrections. Discussion will focus on personal values, individual responsibility, decision making, discretion, and the structure of accountability. Specific topics covered will include core values, codes of conduct, ethical dilemmas, organizational consequences, liability, and the importance of critical thinking. By the end of this book, you will be able to distinguish and critically debate contemporary ethical issues in law enforcement.

The basis for the development of this guidebook came about after a publisher had
discontinued a text I had been using for a number of years in my patrol operations course. The
text Police Officer’s Response Guide to Crimes/Incidents in Progress: by Nate Tanguay was
designed for field patrol officers to have a reference book they could use in the field to assist
then while on calls. Over the years I have had my students use this text and put in updated
response concepts for call for service, as well as, specific state laws, paperwork requirements and
other required duties for specific calls. With the discontinuation of the text, I made the
determination to create my own guidebook with the updated response concepts that are being
taught in law enforcement and reclassifying each call for service under the new National Incident
Based Reporting System (NIBRS) that the FBI will be implementing by 2021. With this project I
was able to participate in Minnesota State Open Educational Resource (OER) Faculty
Development to assist me in the development of this guidebook.

Introduction to Criminal Investigation, Processes, Practices, and Thinking is a teaching text designed to assist the student in developing their own structured mental map of processes, practices, and thinking to conduct criminal investigations.

Delineating criminal investigation into operational descriptors of tactical-response and strategic response while using illustrations of task-skills and thinking-skills, the reader is guided into structured thinking practices. Using the graphic tools of a “Response Transition Matrix”, an “Investigative Funnel”, and the “STAIR Tool”, the reader is shown how to form their own mental map of investigative thinking that can later be articulated in support of forming their reasonable grounds to believe.

This introductory textbook is unique because it was a collaborative effort by all Criminology and Criminal Justice professors at Southern Oregon University (SOU) in Ashland, Oregon. This book can be used on a quarter or semester system, as well as cover topics that may get left out of some introductory texts such as controversial issues in the criminal justice system. Further, we made it as comprehensive as possible to cover core concepts and areas in the criminal justice system including theory, policing, courts, corrections, and the juvenile justice system. Additionally, we created examples that will help make difficult concepts or ideas more relatable. Every section provides an overview of key terms, critical thinking questions for course engagement, assignments, and other ancillaries such as multimedia links, images, activity ideas, and more.

This seminar looks at key issues in the historical development and current state of modern American criminal justice, with an emphasis on its relationship to citizenship, nationhood, and race/ethnicity. We begin with a range of perspectives on the rise of what is often called "mass incarceration": how did our current system of criminal punishment take shape, and what role did race play in that process? Part Two takes up a series of case studies, including racial disparities in the administration of the death penalty, enforcement of the drug laws, and the regulation of police investigations. The third and final part of the seminar looks at national security policing: the development of a constitutional law governing the intersection of ethnicity, religion, and counter-terrorism, and the impact of counter-terrorism policy on domestic police practices.

This book is intended for lower-division social science students in their first research methods course. It may also be used as a gentle refresher for more advanced students as a desk reference for basic concepts. This book is designed to introduce the student to the highly interrelated skills of research and writing in the social sciences. It is intended to provide a solid foundation in research in a less intimidating way than more traditional texts on the subject. In our effort to accomplish this, we have broken many of our own rules on good writing. To create a high degree of comfort in the reader, we have adopted a very informal style. We use the first person, and we address you, the reader, directly. Nevertheless, we think that this is appropriate because this isn’t a scientific paper, it’s a book about science.

The design of this text is different from most research texts in that it divides the field into thirty discrete modules rather than the traditional longer chapters. There are several reasons for this. The first is that the student more easily digests discrete topics. Another important reason is that it allows the professor to prioritize, selecting the most important information for inclusion in a course when time inevitably runs short. It also provides convenient breakpoints to conduct classroom exercises, such as demonstrating how to use important electronic databases.

it would be ideal if students already have learned that DNA is the genetic material, and that DNA is made up of As, Ts, Gs, and Cs. It also would help if students already know that each human has two versions of every piece of DNA in their genome, one from mom and one from dad. The lesson will take about one class period, with roughly 30 minutes of footage and 30 minutes of activities.