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The role of emotion in the context of virtual reality learning environments (VRLEs) has lately received increased attention, though there is a gap in the research on VRLEs in criminal justice. The current study examines the impact of a virtual reality experience that focuses on mental illness occurring in those within the criminal justice system. A qualitative methodology was employed to examine student responses from 242 students in five criminal justice classes taught in two states between 2019 and 2020. Three themes emerged from the students' responses, including personal connections, empathy for others, and emotional responses to situational factors. Students experienced considerable presence and immersion during the virtual reality experience, and this generated emotional responses in them to the material. While the use of virtual reality in the pedagogy of social science is still emerging, the current study indicates that student can be provided a high degree of control and value in learning from the experience while simultaneously minimizing student exposure to risk.

Cybersecurity has become increasingly important not only in the technology sector but in criminal justice professions as well, and significant challenges have arisen as a result. However, these challenges are not well discussed in the literature. To address this gap, and to study the cybersecurity trends impacting criminal justice professionals and the skills, knowledge and abilities criminal justice students need to succeed upon graduation, this research focuses on the role cybersecurity plays in the jobs that compose the main components of the criminal justice system and adjacent areas: law enforcement, the judicial process, corrections, social work, and military. This research utilizes semi-structured interviews with current and recently retired practitioners. Findings from this study revealed eight broad themes, many of which are complementary including changing technologies, generational gaps, over reliance on information technology professionals, and best practices for education composed of experiential learning, soft skills, specialized curriculum and interdisciplinary approaches.

This paper probes whether a formal college education is linked to the quality of policing. Citizens desire a higher level of professionalism with ever-increasing demands placed on their police departments. Annual on-the-job training for police is common with proposed reform initiatives, however, the difference between police training and requiring a college degree is in debate. Other professions require higher education, however, those who work in policing often do not agree there should be a requirement of a higher education degree for employment. Can police obtain all the necessary skills from the police academy and in-house training? Or in the pursuit of professionalizing the profession should police agencies require college degrees? Further, would a college degree enhance the quality of interactions between the police and the community? This inquiry adds some pieces to the puzzle of examining the value of requiring a college education for police officers and the relationship of experimental learning in training police academies within a college curriculum. Over a three-year period, criminal justice students (N=75) enrolled in an online bachelor's program were asked "do you think police departments should require a bachelor's degree?" The respondents included traditional and non-traditional male and female adult learners many current law enforcement officers. The assumption was since they were currently enrolled in a criminal justice degree program, they would see the value in a degree and indicate a college degree should be mandated.

Emotions are omnipresent in any court of law. In this short take, I suggest applying the Articulated Thought in Simulated Situations (ATSS) paradigm as a useful addition to supplement methodologies like interviewing and observations. ATSS, which originated in social sciences to study cognitive--behavioral topics, can be easily adapted for use in legal settings because of the flexibility of the vignettes used. Based on my own experience in criminal justice, I formulate recommendations for using ATSS: to avoid participant distraction, to pretest each study and to give clear instructions to participants, and to embed research in the workflow of the legal professional. All three recommendations tap into the same strength: coming as close as possible to actual emotion work of the professional.

This study examined the prevalence and types of criminal justice content being offered in Council on Social Work Education programs. Data were collected through questions sent via e-mail to program administrators and content analysis of school websites for three hundred and eight MSW programs. Criminal justice content was measured in three main areas: (a) dual- or joint-degree options, (b) concentrations or specializations, and (c) courses. The results show that most MSW programs do not cover criminal justice content. Less than one-fourth of programs had a dual-degree or joint-degree program (n=54, 17.5%), a specialization or concentration (n=17, 5.5%), or a course specific to criminal justice (n=74, 24%). Social work education must do more to include criminal justice content in its MSW programs.

Curriculum mapping can be used to visualize, align, and assess the ability of online degree program graduates to meet stated learning outcomes (Rawle et al., 2017). Though consensus has yet to be established on standardized outcomes for curriculum in some disciplines (e.g., criminal justice), educators remain in charge of preparing current and future practitioners for success. We know measuring student performance is the norm, but a standardized vision of the outcomes being analyzed has yet to be realized. Regardless of the specific outcomes a degree program prepares students for, it seems reasonable that the outcomes would be measured and evaluated by educators and administrators to improve student performance over time. Unfortunately, no standardized recipe for that success exists, especially as instructional delivery shift to online environments and student demographics change. Some disciplines need more consensus on what qualities (outcomes) are most important for career success. However, once established, the question remains of adequately assessing those outcomes and driving student performance positively. As administrators, we hope our students achieve measurable outcomes to prepare them for their chosen career fields. The question thus remains: How do we ensure the course curriculum adequately addresses stated program outcomes? Internal assessment tools are often used, but this method may not always be enough. The answer may lie with external benchmarking or a similar form of summative assessment, at least during initial curriculum validation. Regardless of the chosen validation strategy, student achievement against those outcomes should be measured. Summative assessment has proven helpful in benchmarking student performance against learning objectives, though assessments are often only internal, leaving a need for external validation. While the author agrees that learning objectives should be established, an argument is not made about which objectives are most important for criminal justice majors, as is used in the present study. Instead, this research provides a potential framework for improving student performance in meeting program outcomes using an externally validated benchmarking approach for online adult learners in a criminal justice bachelor's program. Specifically, this research aims to show how external benchmarking was used to revise course curriculum mapping and improve student outcome achievement in an online undergraduate criminal justice program.

Thirty-one U.S. states have laws that may result in students being arrested for misbehavior in school that is often considered a low-level rule violation. The problems with these laws include the vagueness and subjectivity of the language of the law. As a result, the enforcement of such laws has been criticized as being discriminatory, especially against minorities and students with disabilities. In 2016, two laws in South Carolina were challenged in a series of important cases that stemmed from an arrest made of a student who posted a video of a violent, headline-grabbing altercation in her classroom involving a school resource officer. This brief report (a) reviews the incident that led to the case in South Carolina, (b) examines the history and eventual outcome of the cases challenging the South Carolina laws, and (c) offers implications for improved practice.

Despite having one of the largest and fastest-growing post-secondary sectors in the world, there has been increasing protest against the lack of academic freedom within HEIs in India in the past decade. This research study carries out a comparative analysis of academic freedom within HEIs in India and the U.S., with a specific focus on how the notion is formulated within key policy documents and the provisions to safeguard it. Preliminary data from the systematic review revealed that while policy documents within both the countries frame the notion along similar lines, various sections within the Indian Penal Code are used to criminalize useful dissent and freedom of expression within HEIs. The study recommends that in order to safeguard academic freedom in India, certain specific sections within the Indian Penal Code (Section 124A, Section-153A, Section-292, Section-295A) should be either repealed or reformulated so that they are not amenable to misuse by the government.

The purpose of this paper is to examine the issues of plagiarism and academic integrity as they are covered by universities and to then identify the existence of legislation that would impose legal consequences. Accordingly, this paper adopts a legal approach to critical analysis and discourse in the examination of the issues and the appropriate legislation.

In this article, the authors, identifying the features of the use of modern technologies and technical means at the prosecution institute, as a novel strategy emphasize that the principles and rules for the use of modern technologies and technical means in criminal proceedings should fully comply with the purpose of promoting the higher education. Otherwise, as the result the use of modern technologies and technical means in the course of investigative actions will be unlawful, and the evidence obtained in this case will not have legal force for the subsequent trial. From the author's point of view, the approach to the formulation of the principles of promoting higher education in modern science education has not been definitively determined. The discussion on this issue in Russian legal literature and practice has never stopped, which in conclusion indicates the urgency of both this study and the issue as a whole for the functioning and development of higher education inextricably linked with generally recognized principles and norms of international law.

Students involved in two separate travel study programs consented to participate in a mixed-methods research approach examining the effects of an experiential learning course offered to criminal justice and forensic science students. The course exposed students to handson criminal investigations involving human body decomposition and osteology. Results indicate positive findings of transformation and discovery by students after analyzing reflective journals, interviews and pre- and post-tests scores. Students were able to apply their new knowledge and conceptual understanding to real-world problems and potential career opportunities. This transformation produced life affecting changes.

Across two experimental studies, we investigated the role of information loss, contextual information, and distinctive features of fingerprints on novice's ability to judge whether two fingerprints came from the same source. Distinctive fingerprints resulted in more accurate decisions. Information loss diminished performance on the comparison task, likely due to the loss of distinctive features. When people received contextual information from a fingerprint matching software (Automated Fingerprint Identification System or AFIS) suggesting that the two fingerprints were from the same source, they were less accurate and more biased to render a "same source" decision. These findings suggest that analysts should evaluate the characteristics of a fingerprint prior to engaging in a comparison task, and that fingerprints lacking information, particularly distinctive characteristics, should be more cautiously evaluated.

In 1973, British Columbia (B.C.) became the first province in Canada to forbid corporal punishment in public schools (B.C. School Act), followed by the majority of the other provinces. Alberta and Manitoba however, still have no provincially enacted legal prohibition, although many school boards have updated their policies to state that corporal punishment should be prohibited. The spotlight on efforts to repeal Section 43 of the Criminal Code may have dimmed over time on the national stage, but the recent Canadian Truth and Reconciliation report has ignited this issue once again. My article explores the existing laws with a comparative approach (Reimann & Zimmermann, 2008; Orucu & Nelken, 2007), in terms of where Canada stands in relation to other nations' legislative standards and practices. It also addresses the severe behavioural and psychological implications on impacted children. As a developed nation, Canada needs to reconsider its current state of "progress" by inspecting and reviewing existing discourses and legislatives to ensure successful prevention of corporal punishment in schools. This paper intends not only to contribute to the advancement of Canadian legislative standards, but also to practices in local and international education.

Teaching and research are often the most focused upon aspects of working within academia in criminology and criminal justice (Sitren & Applegate, 2012; Jonson & Moon, 2014; Pratt, 2014), but an overlooked and underappreciated part of an undergraduate's overall higher education success is academic advising (Light, 2001). There has been scant research on advising within criminology and criminal justice, and this paper seeks to fill this gap by detailing reflections on the advising process within a successful and growing criminology and criminal justice program. Strategies for advising overall will be presented as will particular situations and student needs. Lastly, a case study of how advising works for a criminology and criminal justice department from a large, public institution located in the Southeastern United States will be discussed and demonstrate how the strategies, situations, and student needs apply.

The efforts to criminalize corruption committed by the Indonesian Police, Attorney and Criminal Commission of Corruption institutions have been intensified, but state officials, especially regional heads, such as Governor/Vice Governor, Regent/Deputy Regent, Mayor/Deputy Mayor, Members of People's Representative Councils and other state officials are also not deterred by the actions of law enforcement officers. This condition has led to a gap between the prosecution and prevention with acts of corruption that occurred, that the impacts of criminal acts and the prevention of corruption are not directly proportional to the data of criminal acts of corruption that occurred. Supposedly, the more action and prevention activities undertaken, the criminal acts of corruption will decrease. However, empirically, the situation in the field is the opposite. To combat this increasingly massive corruption, it is necessary to make more efforts to create an anti-corruption society. The strategic step that must be done by the government is to make intensive prevention efforts, through legal community education in realizing anti-corruption culture in Indonesia. Intensive prevention is done by establishing commission on prevention of corruption, which carries a special task of preventing corruption. The problems that have been hypothesized in this study have been tested by the researchers and resulted in a conclusion that officials given knowledge about the prevention of corruption acts tend not to do corruption, compared to those who do not follow socialization or get the knowledge. There is a positive influence of socialization activities conducted on the decrease of corruption.

Criminal justice students preparing at the university level will be required to possess knowledge and understanding of applicable constitutional law, rights and responsibilities upon entering their profession to ensure the competent execution of the duties of which they will be entrusted to perform. Students majoring in the criminal justice field of scholarship at one university situated in the Great Lakes region of the United States participated in this study by completing a pre-instruction and post-instruction questionnaire designed to measure their confidence of Amendments I, IV, X, XIV, and XV of the U.S. Constitution. The intent of this study was to provide a mechanism in which to assess student understanding of basic ideas and examples of each of the amendments. The outcome of the survey study is to provide insight to the effectiveness of instructional pedagogy in a scholarship of teaching framework for undergraduate students majoring in criminal justice. The students participating this this survey were criminal justice majors and were surveyed over four academic semesters spanning two years. The results indicate a significant difference (p <.001) between pre-survey and post-survey questionnaire aggregate scores at the alpha = 0.05 level with a moderate effect size of 0.45. Individual pre-survey and post-survey questionnaire scores on confidence of individual amendments were also all significant at the alpha = 0.05 level but with small effect sizes. Implications of small effect sizes are interpreted with respect to program and pedagogical implications.

In this study, we examine how the issue of considering criminal history in college admissions is represented and constructed as a problem in Ban the Box (BTB) policies in Maryland and Louisiana. We draw on Bacchi's "What's the Problem Represented to be?" approach as an analytic tool to interrogate key policy artifacts such as legislative histories and hearings and the language of enacted policy. Using a multiple case study design, we ask: (1) What is the "problem" represented to be in each state's BTB policy?; and (2) What are the potential consequences of this representation of the "problem?" Our findings coalesce with those of policy researchers who emphasize the importance of framing problems within their full context. For instance, we demonstrate how reducing the "problem" to the box ignores real, structural barriers and limits equity-minded policy solutions. Further, while each BTB policy appears similar on the surface, we argue that outcomes will likely vary based on how the issue of considering criminal justice history in college admissions is framed and problematized. We conclude by offering directions for future research and specific recommendations for BTB policy design.

The analysis of competing hypotheses (ACH) has been suggested to be a method that can protect against confirmation bias in the context of intelligence analysis. In the current study, we aimed to determine whether ACH could counter confirmation bias in the reasoning with evidence in the context of criminal law proceedings. Law students (N = 191) received information about the ACH method or general information about biases. They were given a case vignette with a main suspect and a list of 24 questions, 6 of which they could ask about the case. Half of the questions related to incriminating information, whereas the other half related to exonerating information. Contrary to our expectations, participants in both conditions favoured questions relating to exonerating information and rated the exonerating evidence as being more important for their decision. Despite the lack of bias observed, it seems participants failed to properly apply the ACH method.

The current project conducted an assessment of specific, directed use of student-centered teaching techniques in a criminal justice and criminology research methods and statistics class. The project sought to ascertain to what extent these techniques improved or impacted student learning and engagement in this traditionally difficult course. Overall, the results indicate a modest but notable increase in student engagement and subsequent learning. Results provide empirical evidence that students were significantly engaged with the course and therefore benefited from these pedagogical techniques.

In 2013, 14,304,467 U.S. students participated in a study abroad program related to their academic course work, marking an average increase of 5.2% to the previous year among the reporting institutions. Students with disabilities continue to be significantly underrepresented in such programs. Given the consistent popularity of studying abroad, its documented benefits to students, and the documented desire for inclusion of students with disabilities, it is imperative for study abroad directors and staff to improve opportunities for this underserved population. The current practice brief addresses specific experiences with the planning and on-the-ground operations of a study abroad program to the Netherlands and Germany that included a student with a physical disability, and provides recommendations for future inclusive programs.

The purpose of the study is to analyze the implementation of the democratic principles in the court and judicial process in the trial by jury by the example of the history and development of this institution in Russia. The authors used different methods and approaches, in particular, historical, systemic and Aristotelian method, concrete historical approach and rather-legal analysis. The paper assessed significance of the historical experience related to the organization and activities of the jury as a guarantor of successful implementation of democratic principles in the criminal trial, with regard to the international experience. The authors conclude that jury trial has its ancient roots, however, this modern phenomenon is taken from England. The research findings may be useful for future explorations on the origin of a jury by historians, philosophers and lawyers etc.

In this article reviewed problems of the criminalistic classification building of a person. In the work were used legal formal, logical, comparative legal methods. The author describes classification kinds. Reveal the meaning of classification in criminalistic systematics. Shows types of grounds of criminalistic classification of a person. Identified and substantiated grounds of classification of a person in criminalistics. On the basis of conducted research by the author, it is proposed to insert changes in the previously used definition of the first-order basis of classification of a person in criminalistics. The author analyzed and showed correlation between criminal law of republic Kazakhstan and republic Mongolia with the goal to make a parallel of a second-order basis of criminalistic classification of a person. Contained conclusions can be used in the work of law enforcement authorities to increase in efficiency, and also during specialists training in disclosure and investigation of crimes in juridical educational establishments. Correctly made criminalistic classification will help to make reforms in prevention, investigation and disclosure of a crime.

The relevance of the research of this problem is caused by the theoretical and practical needs of a specific concept of the crime object as one of the corpus delicti signs essentially the determining and defining its object and objective side, thereby--the nature of socially dangerous act. Besides, being a facultative sign of corpus delicti, the object of a crime contains in more than a half of the crime components provided by the Special Part of the Criminal Code of the Russian Federation. The purpose of article consists in research of the most problematic issues of an object of a crime and on the basis of critical understanding of the existing definitions of the search term to offer our own definition of the crime object. The basic methods of research were formal-logical, historical, systemic, structural and comparative--legal methods which have allowed to consider the evolution of the views of legal scholars to the search term and to distinguish the criminal legal concept of crime object from the related concepts and from the Criminal Procedure notion of the injured person. In article the object of a crime is provided not as a thing of a material world, including only inanimate objects but as more difficult phenomenon, the certain material and (or) intellectual substratum characterizing, and sometimes determines the other elements and features of a crime, illegal impact on which or in connection with which (concerning which) a real threat is caused or a real threat of substantial harm to legally protected public relations (personal benefits) is inflicted. The study results are of practical value for teaching staff, which lead lessons and specialized courses of the criminal law cycle, and also have some importance for law enforcers in the legal assessment of the offense, the qualification of crimes, delimitation of object of a crime from methods and tools of its commission.

This article is drawn from the authors' book, "Judging for Themselves: Using Mock Trials to Bring Social Studies and English to Life," which discusses the effectiveness of mock trials as tools for learning and assessments. Mock trials are effective because they are challenging, authentic projects in which students create and then do something "real." The projects serve as both learning and assessment tools since students learn from doing the work, and teachers have a tangible product for evaluating understanding and growth. Mock trials are engaging for students, and the role-playing aspect gets them out of their chairs, collaborating, and entering into the mindsets and perspectives of their characters. This article describes the necessary steps in preparing a successful mock trial: (1) choosing and teaching a story; (2) selecting a defendant; (3) choosing the witnesses; (4) creating the affidavits and exhibits; and (5) assigning the students. The rigorous nature of mock trials does not mean it is only for the elite; they can be incorporated with diverse groups of students. An example of how to adapt a trial transcript into a witness evidence sheet is provided.

The paper examines the characteristics of a mistake of the commitment of crime as an optional feature of the mental state of the crime. The analysis conducted offers an opportunity to state that in international criminal law, a mistake of law, although taken into account, does not generally affect the classification of crime. We uncovered and substantiated the need to research mistake as one of the features of the mental state of crime. This will make it possible to reveal the real causes of crime and administer the right type and measure of punishment. Moreover, the research provides a definition of mistake of criminal law by which we should understand an incorrect view of a person of the actual substance of his/her action and the specific characteristic of social relations that are protected by criminal law and are damaged as a result of a crime. Proceeding from a scientific approach to the definition of mistake of criminal law and its role in the mental state of corpus delicti, the author proposes that mistakes of law and mistakes of fact in criminal law affect the classification of crimes.

The relevance of the study to the problem of determining the place of prosecutors in the system of state bodies carrying out criminal prosecution, is determined, firstly, by the ongoing scientific debates and lack of consensus about the nature of the Prosecutor's office, the place and role of prosecutorial supervision in the structure of the system of state activities, and secondly, reform of the judicial system in Russia determined the structural changes in the public administration system and structure of state bodies carrying out criminal prosecution. The purpose of this article is to develop the functional-legal approach that defines the place of the Prosecutor's office in the system of state bodies carrying out criminal prosecution in Russia. The leading method to study the problem is the deductive method, allowing studying the activities of the Prosecutor's office for criminal prosecution. A leading method underlying the solution to the problem is to study the legal foundations of judicial reform and to transfer its legal mechanisms to functionally-legal development of the prosecution's power. The paper shows that the problem of determining the functions of the Prosecutor is theoretically unsolved. The practical significance of the results obtained lies in the fact that the vesting of certain provisions concerning the organization and activities of the Prosecutor's office, with status of the principle seems far-fetched and artificial.

The purpose of this study is to better understand the relationship between criminal justice internships and knowledge domains. Kolb's four experiential learnings stages of experience, reflection, abstract conceptualization, and active experimentation are assessed using the Experiential Learning Variables and Indicators Scale (ELVIS) to provide a composite measure of 700 monitoring reports received from 101 student interns at a Midwestern university. A Pearson correlation coefficient is calculated to assess the relationship between each ELVIS characteristic, gender, and overall score. Data indicate students experienced levels of physical, emotional, and intellectual risk-taking while completing field-based activities. However, few opportunities existed for students to practice applying new concepts to situations during their internship. Moreover, the locus of control in defining internship activities was markedly a function of the host agency. Anecdote collected from monitoring reports is provided to deliver additional insight into students' experiences via a phenomenological method. An agenda for future research is suggested.

The article considers a concept of chance (casus) in criminal law and its main features. A definition of chance (casus) was analyzed as faultless causing of harm from a perspective of delimitation of the concept from carelessness in the form of criminal negligence. Particular attention is paid to the legislative definition of faultless causing of harm, which is found in criminal codes of foreign countries. Based on the study, the author has identified characteristic features of the chance (casus), which included: special form of mental attitude of a person to his deeds (the absence of such attitude), faultless causing of harm, absence of fault, objectively random effects, commission of acts that resulted in socially dangerous consequences by a person who has all the features of the perpetrator. The concept of chance (casus) in criminal law was determined and substantiated. A chance (casus) is faultless causing of harm by a person who has all the features of the perpetrator when committing an act that led to socially dangerous consequences when the person was not aware of and could not recognize socially dangerous consequences of his actions or did not foresee the possibility of socially dangerous consequences and circumstances and should not have or could not foresee them. As a result of research, the author proves the necessity of legislative regulation of chance (casus) in domestic criminal law, on the basis of which it is proposed to include Article 25-1 "Chance (casus)" in the Criminal Code of Ukraine.

Active learning, with students engaging in research or activities within the community, is a favoured approach in contemporary higher education. To support this approach, the Criminology and Forensic Studies programmes at the University of Winchester have included student research into miscarriages of justice. The students interrogate evidence from a criminal trial to attempt to establish if there has been a wrongful conviction. This article discusses the importance of this work for students of Criminology. It considers the contribution to the learning experience of the range of opportunities available to undergraduate and postgraduate students and evaluates the potential impact on curriculum and learning development during the degree programme, in addition to the benefits for future employment.

For more than 25 years, research misconduct (research fraud) is defined as fabrication, falsification, or plagiarism (FFP)--although other research misbehaviors have been also added in codes of conduct and legislations. A critical issue in deciding whether research misconduct should be subject to criminal law is its definition, because not all behaviors labeled as research misconduct qualifies as serious crime. But assuming that all FFP is fraud and all non-FFP not is far from obvious. In addition, new research misbehaviors have recently been described, such as prolific authorship, and fake peer review, or boosted such as duplication of images. The scientific community has been largely successful in keeping criminal law away from the cases of research misconduct. Alleged cases of research misconduct are usually looked into by committees of scientists usually from the same institution or university of the suspected offender in a process that often lacks transparency. Few countries have or plan to introduce independent bodies to address research misconduct; so for the coming years, most universities and research institutions will continue handling alleged research misconduct cases with their own procedures. A global operationalization of research misconduct with clear boundaries and clear criteria would be helpful. There is room for improvement in reaching global clarity on what research misconduct is, how allegations should be handled, and which sanctions are appropriate.

The introduction of new treatments for and increased knowledge about HIV/AIDS in the United States has resulted in a substantial decrease in mortality but an increase in morbidity for children with these conditions. Pediatric HIV/AIDS are best conceptualized using a neuropsychological approach to assessment and intervention, as children may present with neurological problems, neurocognitive deficits, psychiatric concerns, environmental considerations, and psychosocial difficulties including marginalization, discrimination, and stigma. As such, school psychologists who work with children with these conditions need to be intimately familiar with the factors that determine current functioning via a psychoeducational effect, as well as predict future outcomes. The purpose of this article is to provide information for school psychologists about the current state of research and practice with children who live with HIV/AIDS in the United States, including ethical and legal considerations and governmental actions. Recommendations for working with these children and their families and for developing individual and school-wide intervention and prevention programs are offered.

Recent efforts to change the teaching profession and teacher preparation include a number of innovations to use portfolio assessment, value added measures (VAM), accountability metrics and other corporate education reform ideas. These approaches may provoke considerable potential legal consequences. Traditional constitutional and civil rights issues will continue to be important considerations. In addition, because education is increasingly seen as a consumer product, new types of legal issues are arising from the way evidence about performance is gathered and used and about the privacy of data. Legal claims more familiar to a business context are being asserted and can be expected to increase. Whistle-blower claims concerning fraud in government-funded programs have been filed, as well as claims of breach of contract and defective products. Finally, criminal prosecutions are being utilized to address systemic cheating in evaluation systems.

This study aimed to explore types, problems and their causes, and solutions to the offences against the environmental laws of probationers in Maha Sarakham Province. The study comprised 2 phases: Phase 1 was a study of types of the offences against the environmental laws: and phase 2 was an interview with 25 people directly dealing with the probationers including judges, public prosecutors, probation officers, lawyers and 20 probationers. The findings revealed that the offence types against the environmental laws were both criminal cases and civil suit cases which caused impacts on the environment and natural resources. Most problems were caused from offenders's lack of knowledge, understanding, and awareness of the environmental laws, no participation in the environmental conservation, unemployment, drug addiction, moral decline, incorrect values, broken families, economy recession, poverty, social inequality, and communication technology problems etc. Hence, the solutions to solve these problems are educating the people about the related laws starting from a family, a school, a training institution both in government and private agencies: building a good sense toward the society and environment: and building the habit of participation in maintaining the social regulations.

This article describes a public scholarship project in which two faculty members worked together to integrate service-learning and research into multiple courses to benefit a single community partner. The project linked undergraduate students, graduate students, and faculty in a broad-based research endeavor that contributed to the survival and growth of a nonprofit court monitoring organization and ultimately improved the delivery of justice. The authors provide an overview of the project, treating it as a case study in the development of multi-course mass research projects, drawing inspiration from the jigsaw classroom method. The approach developed uses elements from a number of high-impact educational practices. Guided by faculty expertise and directed by active coordination, students engaged in research and service tasks that had been divided into manageable pieces and distributed across multiple courses to complete an original, collaborative, and groundbreaking piece of public scholarship for the community partner. Simultaneously, students pursued varied learning outcomes related to the project in courses involving criminal justice practice, nonprofit management, diversity awareness, and community involvement.

Research consistently indicates that academic dishonesty is pervasive on college campuses, including in online courses. For our study we administered a survey to two groups of undergraduate criminal justice students, one group of face-to-face students of traditional college-age and the other a group of distance learners employed full-time in criminal justice professions. The survey was designed to assess prevalence, techniques, and definitions regarding online cheating. Findings indicate that a large percentage of both groups engaged in practices normatively defined as "cheating," yet they did not consider their behaviors to be violations of academic integrity. In closing, we offer suggestions for best practice techniques for communicating expectations to students and reducing online exam cheating.

This short review demonstrates how the use of American Mock Trial Association (AMTA) case materials, both throughout intercollegiate competitions and in academic courses, can engage and invigorate students while teaching them crucial skills in a way that few other programs or activities can do. The AMTA case provided for the 2017-2018 academic year, "State of Midlands v. Dylan Hendricks," offers a comprehensive introduction to the rules of evidence and crucial criminal law concepts while teaching students the importance of thorough preparation in a way that is difficult to do in a classroom setting. This case requires student attorneys to make difficult choices while preparing their case, witnesses, and evidence for trial. Arriving at an optimum strategy (or strategies) can only occur after critical and reasoned examination of each side of an often complex problem, thereby providing an excellent opportunity for students to use critical thinking skills and to analyze all sides of an issue and all potential outcomes of a strategy. Students must thoroughly study and understand the rules of evidence, rules of criminal procedure, and relevant statutory and case law, and be prepared to use all of these as part of a reasoned, logical argument at a moment's notice. Overall, this is an exceptional case for skill-building and engaged learning, and can be a valuable tool for faculty and students alike.

To what extent, and why, do social science undergraduates experience anxiety about taking statistics courses? Despite holding assumptions of rampant statistics anxiety among students, sociologists have conducted few empirical studies of this issue. We extend the literature by analyzing data from a survey of sociology, social work, and criminal justice students enrolled in seven sections of our department's Social Statistics with Computer Applications course in the winter 2018 semester. Two thirds of respondents are anxious or very anxious about taking the course. They experience statistics anxiety primarily due to their lack of confidence in their ability to succeed in the course and their more general test-taking anxiety. This article offers a framework for instructors of social statistics courses to measure student anxiety and to address it in class in a way that aims to alleviate anxiety among the anxious while not alienating those who are comfortable in the course.

The actions and consequences of sexual offenders continue to be a topic of great discussion among researchers, clinicians, policymakers, and the community-at-large. Much of this discussion has centered on how offenders should be managed once released to the community. Legislatures have been quick to enact statutes identifying and limiting the community behaviors of offenders. However, many in the research community have questioned their efficacy, or have published research highlighting potential iatrogenic effects suggesting decreased offender stability and increased risk for new criminality (including sexual reoffending). This paper reviews current practices regarding sexual offender sentencing, statutory risk management, and measures of official control prior to suggesting a model of community engagement in providing both support and accountability frameworks to offenders demonstrating both high risk and need. The Circles of Support and Accountability model of professionally supported wraparound care is described, and research data supporting its effectiveness are provided. General comments are made regarding policy and practice issues in community-based sexual offender risk management. Overall, greater collaboration between researchers, policymakers, and the community-at-large is suggested as a means to increase offender reintegration potential while mitigating risks to vulnerable persons in the community.

The most effective pedagogies are those that foster students' metacognition and their learning effectiveness. This paper presents a new model of activity-based learning in which students construct knowledge using practices that include constructs of engagement, motivation, and affect that drive deeper processing and higher levels of metacognitive development. The model is built upon metacognitive constructs that promote deeper learning and develop important cognitive skills regardless of cognate content or academic discipline. Based on research in two different disciplines, results indicate that students were successful in demonstrating an understanding of complex constructs when instructed using this novel model and reported increased learner satisfaction and effectiveness.

The patchwork text is an assessment method whereby students produce and share short pieces of writing over the course of a module that are subsequently integrated in a final summative piece. This paper reports on the experience of using this method of assessment in a criminal justice module. The objective behind introducing this form of assessment was to address students' complaints about the quality and promptness of feedback they had received previously in the course. The results from the evaluation suggested that students had a very positive experience as the patchwork text had helped them manage their time more effectively, develop an integrated understanding of the topic and self-reflection skills and achieve the best possible result. A crucial element of the success of the patchwork text assessment proved to be the opportunity to receive formative feedback from the tutor.