Category: CRJ301 Police Mgt

Firearm Availability, Homicide, and the Context of Structural Disadvantage – Daniel C. Semenza, Richard Stansfield, Trent Steidley, Ashley M. Mancik, 2021

Firearm Availability, Homicide, and the Context of Structural Disadvantage – Daniel C. Semenza, Richard Stansfield, Trent Steidley, Ashley M. Mancik, 2021
— Read on journals.sagepub.com/eprint/JYKWID5VHTBYYNRJE4HX/full

As of 9-11-2021 FREE .pdf AWESOME!

The U.S. Criminal Justice System in the Pandemic Era and Beyond: Taking Stock of Efforts to Maintain Safety and Justice Through the COVID-19 Pandemic and Prepare for Future Challenges | RAND

The Priority Criminal Justice Needs Initiative convened a set of workshops with justice practitioners to take stock of responses to the coronavirus disease 2019 pandemic. They identified key challenges, system innovations, and lessons for the future.

— Read on www.rand.org/pubs/research_reports/RRA108-8.html

Understanding Subgroups Within the Los Angeles County Sheriff’s Department: Community and Department Perceptions with Recommendations for Change | RAND

RAND researchers studied deputy subgroups within the Los Angeles County Sheriff’s Department (LASD) to learn about how subgroups are formed, why they exist, and whether subgroups have affected community perceptions and trust in LASD.

— Read on www.rand.org/pubs/research_reports/RRA616-1.html

From After-School Detention to the Detention Center: How Unconstitutional School-Disruption Laws Place Children at Risk of Prosecution for ‘Speech Crimes’ by Frank LoMonte, Ann Marie Tamburro :: SSRN

A frequently overlooked issue with school discipline is the student’s behavior. A student misbehaves in class and is noncompliant when the teacher tells the student to stop. The student isn’t protesting they are misbehaving. The teacher has no other option but to send the student to the office or call in the principal or school security. Basically at this point the student is being removed from class and if the student continues to ignore the orders of the principal or security the final ultimatum may be issued where the student is told to leave the school.

I am skipping some negotiations that also occurred like in most cases there is a history with the student. The teacher has tools to use to handle disruptive students that were employed. The prinipal and security can use de-escalation techniques however if the student resists all of these interventions then choices become limited.

Once the student is told to leave the school there noncompliance breaks the law. It sounds silly. Yeah. Why didn’t the student stop misbehaving right? If the student remains in school they can be arrested. This arrest wasn’t for a student not doing their homework, it’s not because a student was having trouble understanding the assignment, it’s not free speech. It was because the student disrupted class and would not stop. Keep in mind that there were 24 other students in class and hundreds in the school that were behaving.

As unrest erupts across the country over issues of police violence and race, how and when police use their authority inside schools is receiving renewed, and ov
— Read on papers.ssrn.com/sol3/papers.cfm

An Interactive Guide to the Civil Rights Division’s Police Reforms

This is a fabulous resource to the DOJ Consent Decrees. It is an interactive guide that sorts through past Police Consent Decrees and breaks them into various categories. When you select a category it shows key paragraphs in the Consent Decree that pertain to the searched topic.

It is very useful to compare concepts among several different Consent Decrees.

You can find the guide HERE

Can We Really Defund the Police? A Nine-Agency Study of Police Response to Calls for Service – Cynthia Lum, Christopher S. Koper, Xiaoyun Wu, 2021

Abstract
The protests following the killing of George Floyd in the summer of 2020 led to contentious discussions and debates in many cities about policing, with some calling to “defund the police.” However, this debate has generally proceeded without adequate research about either the scale or nature of issues that the police handle and the potential consequences of the proposed reform efforts. To respond to this research gap, we analyze millions of 911 calls for service across nine U.S. agencies. We report on the types of calls for service that the police handle, including how frequently different calls arise, how much time agencies spend on different categories of calls, and the outcomes of those calls. We find that the amount and types of incidents for which people call the police are voluminous, with the vast majority not obviously transferable to other organizations or government sectors without significant resource expenditures or adjustments. However, if the police retain these responsibilities, they also need to reconsider how they can more effectively address community concerns.
— Read on journals.sagepub.com/doi/full/10.1177/10986111211035002

The full report is available here

Effective management of serious police misconduct: A machine learning analysis

Abstract: There are a range of management strategies available to police agencies to prevent serious misconduct. While many of these strategies are well accepted practice, there is limited empirical evidence demonstrating their effectiveness.
This study uses partial dependence plots to explore management strategies which have been identified as either increasing or decreasing risk of serious police misconduct. These include the provision of awards or complimentary remarks to officers, remedial action resulting from sustained complaints, and transfers between workplaces.

apo.org.au/sites/default/files/resource-files/2021-08/apo-nid313528.pdf