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This article aims to compare the pattern of responses obtained by a web-based and a paper-based survey used to investigate the transit safety of travellers in railway stations in Sweden. This aim is achieved by evaluating whether the response and the completion rates change as the surveys progress, assessing the effect of the survey mode on respondents' answers (after controlling for the surveys' internal consistency and differences in the samples), and the potential impact of the order of alternatives in multiple-choice questions on the responses. To carry out the study, a sample of 500 responses was taken from each population and later compared using a series of statistical tests. Findings indicate that despite the surveys' high internal consistency, the prevalence of victimisation, fear of crime, and precautions detected in the web survey was higher than those found in the paper survey. The web survey shows a major drop just after the initial questions, while the paper survey shows a more stable pattern of responses, but was also affected by a single compulsory question that pushed the completion rate down. Finally, the order of alternatives in multiple-choice questions (fixed or random) did not affect the answers given by the respondents, providing a solid base for safety interventions in transit environments, regardless of survey mode. The article concludes by making suggestions for both research and practice. [ABSTRACT FROM AUTHOR]

The American College of Medical Toxicology and the National Association of Medical Examiners convened an expert panel to generate evidence-based recommendations for the practice of death investigation and autopsy, toxicological analysis, interpretation of toxicology findings, and death certification to improve the precision of death certificate data available for public health surveillance. The panel finds the following: 1. A complete autopsy is necessary for optimal interpretation of toxicology results, which must also be considered in the context of the circumstances surrounding death, medical history, and scene findings. 2. A complete scene investigation extends to reconciliation of prescription information and pill counts. 3. Blood, urine, and vitreous humor, when available, should be retained in all cases. Blood from the femoral vein is preferable to blood from other sites. 4. A toxicological panel should be comprehensive and include opioid and benzodiazepine analytes, as well as other potent depressant, stimulant, and anti-depressant medications. 5. Interpretation of postmortem opioid concentrations requires correlation with medical history, scene investigation, and autopsy findings. 6. If death is attributed to any drug or combination of drugs (whether as cause or contributing factor), the certifier should list all the responsible substances by generic name in the autopsy report and on the death certificate. 7. The best classification for manner of death in deaths due to the misuse or abuse of opioids without any apparent intent of self-harm is "accident." Reserve "undetermined" as the manner for the rare cases in which evidence exists to support more than one possible determination.

Latent lip print test results produced by permanent lipsticks are presented in this work. This cosmetic product, contrary to conventional lipsticks, does not leave visible prints and can thus be overlooked at the crime scene. As print vehicles the study used ceramics, glass, cotton fabric and paper. Lip prints were left to dwell for different periods and were later developed using aluminum powder, cobalt oxide powder and magnetic powder. The results show that identifiable lip prints can be obtained up to 30 days after being produced.

Teaching preparation is critical to success in graduate school, as many doctoral students across disciplines are expected to teach or assist in teaching undergraduate classes as part of a graduate assistantship or in the capacity of adjunct faculty. Many go on to enter their chosen fields in the academy with the expectation that they are fully prepared to develop and teach their own courses at the undergraduate and even graduate level. This paper explores the frequency and type of teaching preparation and professional development coursework in 40 criminology and criminal justice doctoral programs. Findings reveal that nearly half of these programs offered none of these courses whatsoever. Required coursework formalizes the knowledge and skills that are key to success in teaching during graduate school and beyond.

This article takes restorative justice as an example of an initiative that crosses disciplinary boundaries, and that has been usefully applied within educational contexts. Grounded in criminology, restorative justice also has roots in psychology, education, sociology, peace studies, philosophy and law. The article draws on an ESRC funded seminar series which investigated interdisciplinary perspectives on restorative justice and their applicability to education. The series found that the ways in which restorative justice is conceptualised and applied varies according to disciplinary norms and assumptions. It is this creative tension that the current article explores.

The article presents information on examination of papers in questioned documents. The tests used in the scientific examination of questioned documents are many and varied. One examination may concern a specimen of typewriting and the determination of the make and model and perhaps the year of manufacture of the typewriter. The tests used to establish this involve the precise measurement of the shape and size of the letters, and their comparison with known standards. The problem may involve deciding whether two samples of handwriting were made by the same person. One of the most important matters is that involving the establishment of the difference or identity of two or more samples of paper stock. Tests were performed with the Herzberg and the Lofton Merritt stains. Small samples were cut out for this experiment. This would not necessarily be required as the procedure can readily be modified to be used as a spot test on the original sheet. This technique proves to be quite valuable as a corroborating demonstration that specimens of paper from questioned documents are either similar or dissimilar.

This correction notice is for an article titled "Comparing responses from a paper-based survey with a web-based survey in environmental criminology" published in the journal Crime Prevention & Community Safety. The correction addresses an error in the copyright holder information, which was incorrectly given as 'This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2024' but should have been 'The Author(s) 2024'. The original article has been corrected. The correction notice does not provide any additional information about the content of the article or its findings. [Extracted from the article]

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This article presents information related to papers presented by the Western Society of Criminology, Long Beach, California. Few of the articles listed are: "Men as Perpetrators of Multiple Murder in the Domestic Context," by John Heeren, this study investigates multiple murders committed by men that grow out of domestic violence. "Suicide by Cop: A Scientific Profile," by Catherine E. Guzman, develops a theoretical profile based on the extant scientific research on the topic. The profile contains more than 60 characteristics that are typically found before, during, or after cases of suicide by cop.

This research proposes a theoretical model of judicial decision- making that Integrates Individual-level focal concerns perspective with the contextual influences of racial threat. Relying upon a large sample of felony court data, the study examines the interaction between court context, Individual offense/offender characteristics and corresponding sentencing outcomes. Findings suggest that courts processing a high volume of threatening populations are more likely to sentence defendants to prison and Impose sentences of greater length than courts that process a relatively low volume of threatening populations. [ABSTRACT FROM AUTHOR]

This article discusses issues related to identification of scissors by traces left on paper during criminal investigation. It is commonplace knowledge, and almost obvious, that a pair of scissors must leave revealing traces of identification on a piece of paper, whenever the scissors show denticulations in the cutting edge. It is perhaps relevant to mention that, although the facts observed in the examination of the cuts made with the scissors in question were of no help in the final result, the case in question was completely solved through the medicolegal investigation of the laboratory. As a matter of fact, he had deposited in the post office an envelope from which the bank notes had been abstracted and replaced them with the equivalent weight and volume in strips of paper. In the course of the investigation, it was a great surprise to me to observe how little information the literature of criminology has to offer on the subject of sections made by means of a pair of scissors. Consequently, here are the results of the research and examination which were conducted in this case.

Globally, statistical analyses have found a range of variables that predict the odds of first-year students failing to progress at their Higher Education Institution (HEI). Some of these studies have included students from a range of disciplines. Yet despite the rise in the number of criminology students in HEIs in the UK, little statistical research has been carried out on this cohort. This paper reports on survey data gathered from three consecutive cohorts of first-year undergraduate Criminology students (n = 165) enrolled at a university in the North of England from 2014 to 2017. Twenty-five per cent (n = 42) of these students did not progress onto the second year of their programme. Binary logistic regression was carried out to identify variables that predict the odds of students failing to progress beyond their first year on their programme of study at their HEI. Results show that three variables positively indicated students failing to progress i) moving to study at their HEI, ii) thinking about dropping out towards the end of their first year and iii) being referred in assessments throughout the year (i.e. having to do assessments again because of grading below the pass-mark or non-submission). These findings can be used by HEIs to identify 'at-risk' students to implement safety nets of support throughout the whole of the students first year at university to decrease the odds of students not progressing with their programme of study beyond their first year.

Building on the recent intensified calls to decolonise the curriculum in higher education in the UK and beyond, and on my modest initiatives amongst some colleagues, this paper explores the impact of the dominant Eurocentric curriculum on minoritised ethnic students, and their perspectives of our decolonising initiatives, with the aim of refining them. To do so, I exercise 'affective awareness', and 'decolonial reflexivity', working with my discomforts whilst engaging with 10 minoritised ethnic students in criminology purposively selected to participate in semi-structured interviews after completing self-administered questionnaires. Based on the findings of this work, I argue that for 'decolonising the curriculum' beyond the box-ticking exercise, it should involve more than broadening the canon and revising reading lists. It should engage in an uncomfortable unpacking of asymmetrical power relationships and a shift in the practices of knowledge production, in ways that include the students' perspective more closely.

This study uses a quasi-experimental design to assess how the incorporation of an embedded writing centre tutor in the experimental class affects student achievement in comparison with the control class which had limited involvement with The Writing Centre. Data were collected from 43 students enrolled in two classes who completed a total of 158 papers in a writing-intensive criminological theory course. Using ordinary least squares regression, we find that paper grades and final grades in the course were affected by student GPA while enrolment in the experimental class did not affect grades. In addition, students' perceptions of their writing ability improved from the beginning of the semester to the end of the semester in the experimental class. These findings indicate that while grades may not improve in one semester due to working with tutors, perceptions of writing ability did improve which will likely impact achievement in future courses.

Contemporary issues of global significance for criminology include transnational crimes and relative inequality. To equip higher education students to become global citizens who can contribute to solutions, internationalisation of the curriculum is essential. This paper documents the process of a first cycle of internationalisation of the criminology curriculum. As an emerging paradigm, southern criminology provides direction for the process. The paper critically reflects on the institutional and disciplinary contexts at an Australian university. It evaluates the extent to which the materials for a core theory unit reflect an internationalised curriculum and outlines next steps to be undertaken. This documented process highlights southern criminology as a valuable lens through which to identify knowledge gaps and plan personalised professional development. It acknowledges the need to engage in ongoing cycles of internationalisation and make improvements in response to new resources and knowledge. The paper invites further discussion and examples of approaches to internationalisation.

Drawing on self-report data from a Learning Criminology Inside initiative bringing together BA Criminology students from the University of Manchester with prison-based students from a category C resettlement prison, this article will consider the process of studying desistance "together" in this collaborative setting. It will discuss the complexities of facilitating an external University course in a category C resettlement prison and illustrate how many of the expected and observed behaviours of both sets of students and staff involved reflected themes common to research in reintegration and desistance. The experience of taking part in a prison-based university level course incurs setbacks, as does desistance, and to overcome these, subjective and structural elements similar to those identified in research around desistance from crime are required. Consequently, while discussing desistance, students (and staff) were also practicing elements of it, especially internal factors such as self-determination and persistence and structural factors in terms of support. This paper will also show the possibilities of learning desistance together for both traditional university-based and prison-based students, including, contact with people who can see the new version of "self", a support system, and ideas for new pathways to follow.

Despite the emerging field of research on females who engage in contact child sexual abuse offenses, we know little about females who engage in child sexual abuse material (CSAM) offenses. This is concerning given the global proliferation of CSAM and recent research identifying female-perpetrated CSAM offending is more prominent than previously thought. This paper contributes to the underdeveloped field, by offering a beneficial and timely stop gap of current research on women who engage in CSAM offenses. In doing so, the synthesis explores the prevalence of females who engage in CSAM, why some females might perpetrate CSAM offenses (including co-offending, prior victimization, mental health, opportunity, and sexual motivation), the harms of female-perpetrated CSAM offending, and how the media portrays this offending group. To further extend our knowledge in this field, ideas for future research are also provided throughout. This paper should be useful for various disciplines including psychology, criminology, and law, globally, who are interested in better understanding CSAM offenses perpetrated by females. [ABSTRACT FROM AUTHOR]

One of the most common complaints among criminal justice educators is that students have very poor writing and research skills. In particular, educators cite that students’ papers are poorly organized, are replete with grammar and spelling errors, are missing key elements in their discussions, and are often plagiarized. Despite the need for research and writing classes, very few social science faculty members teach writing-intensive courses because of the amount of time such a course requires. Accordingly, this paper presents a model criminal justice writing class that outlines specific teaching methods to overcome the most common problems found in criminal justice writing and research. [ABSTRACT FROM AUTHOR]

Purpose: One of the most consistent predictors of punitiveness is education, with more educated individuals expressing less punitive sentiments. While much of the earlier research focused on the level of education, some researchers have recently begun to look more closely at the nature of that education such as examining the effect of specific majors on punitiveness. This paper goes even further by also analyzing more broadly the effect of a social science education on punitive attitudes. Methods: This article presents results from an online survey of 4,000 undergraduate students attending a United States' university. Ordinary least squares analysis is used to examine the effect of majoring in the social sciences on support for punitive criminal justice policies, while controlling for a number of theoretically relevant variables. Findings: We find that more educated students and those majoring in social science disciplines are generally less punitive than their counterparts. If we are to unburden ourselves of the intricately intermingled economic and social costs of mass incarceration, it will require a re-visioning of how we do justice in America. Social scientists can play a crucial role in this regard through focused research and in educating young people to be critical thinkers and thoughtful citizens.

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.

This article presents the abstracts of papers presented at the 1963 annual meeting of the American Society of Criminology. According to the paper Robert Bruce House: An Experimental Program, by Harvey W. Trimmer Jr., an analysis of 60 men who have passed through the Bruce House program in the past 17 months of its operation shows a success rate of 66.7 percent, as compared to the success rate of 15 percent to 20 percent of the same group of individuals without such a facility. In his paper Some Inter-Relationships Among Social Control Structures, John P. Clark's findings suggest that the manner in which social control structures inter-relate may be the most important factor in the determination of delinquency and crime rates, as well as for other forms of behavior requiring control. The social control systems in three urban communities were examined to determine the quality of interaction and its relation to action in control situations. Moreover, all control components consistently rated their own agency better on its general characteristics and operations than they rated others. Meanwhile in the paper Time Lapse in Criminal Litigation, author Walter A. Lunden suggests that the time lapse between the commission of a crime and the actual arrest of the offender varies according to the type of crime and cooperation of the public with the law enforcement officers.

Universities are increasingly focusing on the employability of students after they graduate from their studies. While practicums is one way of enhancing students' employability, the School of Criminology and Criminal Justice embeds employability throughout its degree programs using a range of strategies. These methods are based on the student lifecycle approach embedded into the Employability Framework. Therefore, students are able to undertake activities that enhance their employability as they transition into university, transition through their degree program and then transition out of university and into the workforce. Alumni are involved within approaches located in the transition up and back stage of the student lifecycle. This paper uses the School of Criminology and Criminal Justice as a case study for how employability can be scaffolded throughout an undergraduate degree program. It clearly indicates that students can begin to develop their understanding and skills in the area of employability within criminology before they start their degree, throughout their studies and after they graduate.