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| A set of government institutions (i.e., police, courts, corrections, and juvenile justice) that are responsible for arresting, convicting, and punishing individuals who break the criminal law. |
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| Characterizes the crime control model operates much like and assembly line |
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| Prosecutor has to make his/her case against a defendant with certain prerequisites involved. |
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| Law that has been supplanted by statutes. Influenced by English traditions. |
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| Consists of the judge, prosecutor and defense attorney. |
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| Emphasizes the suppression of crime in society. View that protecting the welfare of the majority of citizens is more important than protecting the rights or liberties of any single individual. |
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| A two edged sword or contradiction. |
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| Disproportionate Minority Contact |
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The realization that the criminal justice system primarily processes African-Americans, Hispanics and American Indians.
Due Process Model: Protects individuals accused of crime, by insuring that the constitution of the U.S, those of the states, and federal and state statuses are abided by. |
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| An act that is criminal because the criminal justice system has identified it as criminal. |
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| Crime considered wrong in and of itself (i.e., morally wrong, murder sexual assault). |
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| Process by which powerful interests are able to exert their will by maintaining the illusion of transparency and inclusivity. |
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| Scholar that outlined the differences between the due process versus crime control model of the criminal justice system. |
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| As an individual proceeds through the criminal justice system, there is an increased tendency for actors (i.e., judges, juries and prosecutors) to believe that the individual was guilty of the crime. |
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| Method by which most advanced industrialized criminal justice systems operate. Individuals to be innocent until proven guilty. |
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| Outlines the steps that the government (i.e., criminal justice system) must go about applying the law. |
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| Certain behaviors must be present for the criminal justice system to get involved (i.e., stop, question, arrest, conviction) |
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| Model that places the power of political decision-making in the hands of the government bureaucracy. |
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| A method to determine if a criminal justice agency meets standards established by a respected accrediting body (e.g., American Correctional Association, Commission on Accreditation for Law Enforcement Agencies). |
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| Developed by George Kelling and James Q. Wilson, who argued that small-scale deviance and neighborhood disorder (e.g., houses boarded up and in disrepair, lawns not cut, and graffiti) can have a big effect on neighborhood deterioration and thus crime. |
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| A relatively new management technique that includes weekly meetings of senior police personnel (especially the chief/commissioner and district commanders) to review crime that has occurred in their sector/district/borough to monitor responses to reduce crime in those areas. This concept usually involves crime mapping and was pioneered in New York City during the early 1990s. |
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| Community (Oriented) Policing |
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| A cooperative effort between police and the communities they serve where both work together to solve crime and crime-related problems. Also a series of strategies that bring the police closer to the community to reduce and solve crime and crime-related problems. It is often defined by the programs it subsumes, including bike patrol, store-front policing, and problem-oriented policing. |
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| System of policing that predated modern policing whereby citizens were obligated to take turns patrolling the community during the day. |
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| A period of American legal history during which important supreme court cases [e.g., Mapp v. Ohio (1961), Gideon v. Wainwright (1963), Escobedo v. Illinois (1964), Miranda v. Arizona (1966), Terry v. Ohio (1968)] reinforced the constitutional rights of suspects in cases of arrest, search, self-incrimination, freedom of speech, due process, and right to counsel. |
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| Law Enforcement Assistance Administration (LEAA |
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| Formed during the late 1960s as one of the major recommendations that came out of the national riot commission. Established in the Department of Justice to provide grants and loans for police officers to improve their post-secondary education, extend research grants to criminologists, and offer funds to colleges and universities for the creation or enhancement of programs in criminology and criminal justice. |
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| Period beginning with the establishment of the first police department in London (1812) to present day. |
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| System of policing that predated modern policing whereby citizens were obligated to take turns patrolling the community during the night. |
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| Federal law that permitted local residents to assume temporary police powers and come to the assistance of the sheriff or marshal. |
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| Problem-Oriented Policing |
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| Getting police officers and departments to think creatively, recognizing connections across similar incidents that they may not have been able to see when they otherwise are responding to random incidents or reactively responding to calls for service. |
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| Quality of Life Issues/Indicators |
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| Building upon Kelling and Wilson’s broken window identifying a number of visible cues in a neighborhood that would indicate the neighborhood was declining, including the number of abandoned homes, presence of homeless people, and vagrancy. |
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| Middle- and upper-class educated Protestants in the United States who were influential during the late 19th and early 20th centuries. |
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| Theories on the Development of Police Agencies |
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| Competing explanations underlying the reasons for the formation of municipal police agencies in the United States. |
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| The aggressive enforcement of one or more criminal laws in a particular jurisdiction and/or during a specific period; no discretion is allowed on the part of officer. |
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| Dealing with how and what we know. Concerned with developing and using a common, objective language to describe and explain political reality. |
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| Dealing with how we should use our knowledge. Concerned with developing and examining subjective goals, values, and moral rues to guide us in applying what we have learned of that reality. |
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| Based on statistical comparisons of the characteristics of the various objects or cases that are being studied. |
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| Based on the researcher's informed understanding of those same objects or cases. |
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| Inquiry guided by the scientific method. Permits us to know reality and to evaluate the ways in which we know and improve upon our means of inquiry. Self-correcting, continuously developing way of knowing. |
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| Fulfills a scientific need. Answer will further our theoretical understanding of some phenomenon. |
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| Fulfills a societal need. Answer may help us to deal with one another of the problems faced by our society. |
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| The conversion or redefinition of our relatively abstract theoretical notions into concrete terms that will allow us actually to measure whatever it is we are after. |
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| The ability to generalize or extend our conclusions with some confidence from the observed behavior of a few cases to the presumed behavior of an entire population. |
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| A situation in which either the person who is doing a study or the actual methods of the study somehow interfere with and alter the way those under observation would behave or think in the absence of the researcher. |
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| Bits of information about each case gathered during observations. |
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| Something we want to know. Beginning of scientific research and very general. |
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| Attempting to create a possible explanation for an event. |
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| Sets of logically related symbols that represent what we think happens in the world. Make facts useful by providing us with a framework for interpreting them and seeing their relationships to one another. |
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| Designed to establish the facts in a given case. |
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| Process of generalizing from what we have observed to what we have not or cannot observe. Basis of scientific theory. |
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| Assumptions (Axioms or Postulates) |
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| Describe the conditions under which we expect the tentative explanation we have reached to be supported by evidence. |
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| Process of reasoning from the abstract and general to thee concrete and specific. Process that enables us to use theories to explain real-world events. |
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| A word or symbol that represents some idea. |
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| Refers to something that is directly or indirectly observable. |
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| Concept has this when it is related to enough other concepts in the theory that it plays an essential role in the explanation of observed events. |
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| When a theory ties a concept to another by stating relationships between them and is derived from our assumptions. |
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| Covariational Relationships |
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| Indicate that two or more concepts tend o change together: As one increases or decreases the other increases or decreases. Tell us nothing about what causes the two concepts to change together. |
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| Exist when changes in one or more concepts lead to or cause changes in one or more other concepts. |
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| When A and B vary together because they are both caused by C and they would not covary in the absence of C,it is the apparent relationship between A and B. |
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| One phenomenon causes another either directly or indirectly. Feature of social causation. |
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| Any one event may have several different causes, and many events sometimes must come together to cause a given occurrence. Feature of social causation. |
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| Diagram that clearly specifies all the relationships posited in the theory so that it is easier to see the implications of our arguments. |
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| Two concepts change in the same direction. |
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| Two concepts change in opposite directions. |
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| Tasks are to use the theory to formulate some expectations about other relationships we have not observed and then checking to see whether actual observations are consistent with what we expect to find. Center of the research process. |
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| Based largely on a process of comparing hypothesized conditions with reality and, after receiving the results, modifying the theory so that the hypotheses that can be derived from it are more and more consistent with what one observes. |
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| A statement of what we believe to be factual. Declarative sentences stating expected relationships between the phenomena to which our concepts refer. |
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| Empirically observable characteristic of some phenomenon that can take on more than one value. |
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| Variables that are thought to change value in response to changes in the value of other variables. |
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| Variables that influence the value of other variables through changes in their own values. |
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| Condition the relationships between other variables. Affects the strength and direction of relationships between other variables. |
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| Come into play before the independent variable does. |
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| Alternative Rival Hypothesis |
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| When you state explanations as hypotheses, then those which are inconsistent with one another. Provide different ways of looking at or understanding the event to be explained. |
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| Internal or external body that reviews complaints of police misconduct. Depending on the laws governing their operations, they may or may not have the power to institute sanctions against police officers, and they may or may not be fully composed of civilians. In other words, they may need to have a requisite number of officers from the police department as employees or investigators. |
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| Methods that either prevent or react to undesirable police behavior in order to minimize its occurrence. |
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| Ones that are normally used by the police, public or political actors. |
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| The act of killing a person by a criminal justice system employee. Typically, this is by gun, but can include baton, other blunt force instrument, choke holds etc. |
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| When a suspect dies while under the supervision of the police. Can include in cruiser, in holding cell, etc. Can be the result of police violence/excessive force, substandard care, inadequate care, improper security. |
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| Controls that exist outside of the police department. |
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| Controls that originate inside the police department. |
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| Rampaging of police and use of excessive force against protesters during public demonstrations/protests. |
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| An act inflicting severe mental or physical pain by police officers to obtain a confession or as punishment for real or perceived transgressions. |
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| Controls that are done before the act to be controlled. These would also be known as proactive controls |
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| Police violence that takes places where there are witnesses or it takes place or information about it is revealed in a public setting (e.g., court room). |
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| These take place after the action that will be controlled occurs. |
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| A small group of police officers typically from the Criminal Investigation Division who respond after an officer involved shooting to determine if the shoot is clean (e.g., it conforms to policies and practices and the law). |
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| Landmark Supreme Court case during the 1980s that set the precedent that allows civilians to sue police departments for denial of their civil rights. In particular when officers use deadly force against an unarmed real or suspected fleeing felon. |
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| Ones that are unusual or abnormal, that are rarely utilized. |
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| Policy and practice whereby officer shall not use more force than is necessary to control or apprehend a suspect. |
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