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Criminal Justice

Course Syllabus

Mr. Krieger

Ipswich High School

2023-2024 School Year

Course Overview I n this course, we will examine the picture of crime in America, society's response to crime, and the social science of criminal justice.   

Our primary focus will be criminal justice in the United States, especially urban America, and how we balance the rights of individuals with the need to maintain public order.   We will consider the development of the criminal justice system while framing crime in the context of our culture.   Students will evaluate our current system and propose ways to shape the system to meet the needs of our society.    

Through class discussions, research, readings, and various statistical analyses, we will explore some of the key traditional elements of the criminal justice system, including the courts, police, and corrections.  We will attempt to answer tough questions, such as; Why is criminal justice carried out in the current manner?   Are there better ways for Americans to prevent or respond to crime?   What is the role of law enforcement?

This course is designed for students to evaluate social patterns and how an individual’s background impacts the criminal justice process.  Indeed, a primary goal for this course is the appreciation of diversity and recognition of the significance that diversity has on our nation in the new millennium.   While looking at the root causes of crime, we will challenge each other to develop strategies for our criminal justice system as the face of America is constantly changing.  

SKILLS Snapshot Using the above topics as the foundation of Criminal Justice, we will sharpen many skills.  We'll employ the Ipswich Public Schools Successful Habits of Min d while refining skills that will be useful well-beyond our course.  We will develop and master a wide array of skills.  By the end of the course, skills that were once "introductory" will become powerful skills.

Below are the units for our course:

Grading Policy Your final grade for this course will be determined based on the following formula:

Assignments and overall grades will be based on a points system.   Prior to each assignment, you will know the total available points.   The grade will be based on the following calculation:    Total Points Earned ÷ Total Possible Points

1 For other assignments, such as in-class work, research in the library, or special projects, you will be made aware of the possible points when the assignment begins.  

Homework & Assignments Homework is an important part of this course.   The homework is meant to enhance our work in the classroom.   Completing the homework will help you understand the subject matter and, hopefully, make it more interesting.   You will be better prepared for class discussions, other assignments, and tests or quizzes.   Likewise, you will have the opportunity to participate in many activities. These activities will range from group presentations to individual projects. I hope the assignments will be engaging and enable you to demonstrate your expertise in the field of criminal justice. Successfully completing and handing-in all of the homework and assignments will improve your grade for the course.

1. Homework/assignments are due at the beginning of class or when collected.

2. Late homework/assignments will not be accepted unless you have an excused absence.

3. You are responsible for obtaining homework/assignments if you are absent.

4. You are responsible for submitting homework/assignments if you are absent.

5. H omework will be evaluated using the following sliding-scale rubric:

Classroom Contribution -- Sliding Scale Classroom contribution will be included as part of your quarterly grade.  Classroom contribution represents 15% of your quarterly grade.  See below about the effect of absences on your classroom contribution grade.  Classroom Contribution will be evaluated every 3 weeks.

T he rubric below outlines the grading criteria:

Attendance Attendance and classroom contribution are important aspects of the course.  Participating in class advances your knowledge of the material and enables other students to learn from you.  Class sessions are also meant to supplement homework and individual research rather than replace or repeat your readings.  Please refer to the Ipswich High School Student-Parent Handbook for the attendance policy and the effects absences has on grades.  

It is the student's responsibility to provide documentation for any absences. College visits must receive prior administrative approval to be considered for a waiver. Please note that voluntary student absences (vacations, family trips, etc.) will not be considered for appeal and will count towards a student's total absences for the year. Students are allowed to make up work missed during their absence; however, it should be noted that only individually completed work assignments, quizzes, or tests can be made up. Class participation, collaboration with one’s peers, and interaction with the teacher, from which much knowledge and growth occurs, are all important learning activities that are impossible to make up.

An important note about field trips

Field trips are valuable components of a course curriculum. Throughout the semester, it may be necessary for you to miss our class session(s) to attend a field trip for another course.  Please note that you are responsible for notifying me AT LEAST TWO DAYS IN ADVANCE OF A FIELD TRIP if you are going to be absent. Also, if you are working on a group project, you are responsible for notifying your team members that you will be absent.

If you fail to provide prior notification (AT LEAST TWO SCHOOL DAYS) for an absence due to a field trip, you will not be able to make-up any of the missed work done in class.

An important note about family vacations

Family vacations must be approved by the Main Office PRIOR to your absence.  While I will provide assistance, advanced assignments are not guaranteed.  If you are eligible to submit make-up work, the work must be submitted in accordance with the guidelines included in family vacation policy.  

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Honors Contract Students may take Criminal Justice for honors credit by signing an Honors Contract. Students who participate in an honors contract should:

• participate regularly in class discussions,
• display a high level of critical thinking during class discussions,
• complete all assignments with an excellent level of quality written and oral work,
• demonstrate the ability to work independently and as a member of team, and,
• collaborate with other students to produce work that exceeds expectations.

If you are interested in taking the course for honors credit, please note the following deadline:  Honors Contracts are due by the start of class on Monday, September 11. Once you sign and submit the Honors Contract, you may not drop the Honors Contract.

Students who do not submit an honors contract by the due date will not be eligible to take the course for honors credit.  The due date is posted on the Assignments/Topic page.

Doha Declaration

Education for justice.

• Agenda Day 1
• Agenda Day 2
• Agenda Day 3
• Agenda Day 4
• Registration
• Breakout Sessions for Primary and Secondary Level
• Breakout Sessions for Tertiary Level
• E4J Youth Competition
• India - Lockdown Learners
• Chuka, Break the Silence
• The Online Zoo
• I would like a community where ...
• Staying safe online
• Let's be respectful online
• We can all be heroes
• Respect for all
• We all have rights
• A mosaic of differences
• The right thing to do
• Solving ethical dilemmas
• UNODC-UNESCO Guide for Policymakers
• UNODC-UNESCO Handbooks for Teachers
• Justice Accelerators
• Introduction
• Organized Crime
• Trafficking in Persons & Smuggling of Migrants
• Crime Prevention & Criminal Justice Reform
• Crime Prevention, Criminal Justice & SDGs
• UN Congress on Crime Prevention & Criminal Justice
• Commission on Crime Prevention & Criminal Justice
• Conference of the Parties to UNTOC
• Conference of the States Parties to UNCAC
• Rules for Simulating Crime Prevention & Criminal Justice Bodies
• Crime Prevention & Criminal Justice
• Engage with Us
• Contact Us about MUN
• Conferences Supporting E4J
• Cyberstrike
• Play for Integrity
• Running out of Time
• Zorbs Reloaded
• Developing a Rationale for Using the Video
• Previewing the Anti-Corruption Video
• Viewing the Video with a Purpose
• Post-viewing Activities
• Previewing the Firearms Video
• Rationale for Using the Video
• Previewing the Human Trafficking Video
• Previewing the Organized Crime Video
• Previewing the Video
• Criminal Justice & Crime Prevention
• Corruption & Integrity
• Human Trafficking & Migrant Smuggling
• Firearms Trafficking
• Terrorism & Violent Extremism
• Introduction & Learning Outcomes
• Corruption - Baseline Definition
• Effects of Corruption
• Deeper Meanings of Corruption
• Measuring Corruption
• Possible Class Structure
• Core Reading
• Advanced Reading
• Student Assessment
• Additional Teaching Tools
• Guidelines for Stand-Alone Course
• Appendix: How Corruption Affects the SDGs
• What is Governance?
• What is Good Governance?
• Corruption and Bad Governance
• Governance Reforms and Anti-Corruption
• Guidelines for Stand-alone Course
• Corruption and Democracy
• Corruption and Authoritarian Systems
• Hybrid Systems and Syndromes of Corruption
• The Deep Democratization Approach
• Political Parties and Political Finance
• Political Institution-building as a Means to Counter Corruption
• Manifestations and Consequences of Public Sector Corruption
• Causes of Public Sector Corruption
• Theories that Explain Corruption
• Corruption in Public Procurement
• Corruption in State-Owned Enterprises
• Responses to Public Sector Corruption
• Preventing Public Sector Corruption
• Forms & Manifestations of Private Sector Corruption
• Consequences of Private Sector Corruption
• Causes of Private Sector Corruption
• Responses to Private Sector Corruption
• Preventing Private Sector Corruption
• Collective Action & Public-Private Partnerships against Corruption
• Transparency as a Precondition
• Detection Mechanisms - Auditing and Reporting
• Whistle-blowing Systems and Protections
• Investigation of Corruption
• Introduction and Learning Outcomes
• Brief background on the human rights system
• Overview of the corruption-human rights nexus
• Impact of corruption on specific human rights
• Approaches to assessing the corruption-human rights nexus
• Human-rights based approach
• Defining sex, gender and gender mainstreaming
• Gender differences in corruption
• Theories explaining the gender–corruption nexus
• Gendered impacts of corruption
• Anti-corruption and gender mainstreaming
• Manifestations of corruption in education
• Costs of corruption in education
• Causes of corruption in education
• Fighting corruption in education
• Core terms and concepts
• The role of citizens in fighting corruption
• The role, risks and challenges of CSOs fighting corruption
• The role of the media in fighting corruption
• Access to information: a condition for citizen participation
• ICT as a tool for citizen participation in anti-corruption efforts
• Government obligations to ensure citizen participation in anti-corruption efforts
• Teaching Guide
• Brief History of Terrorism
• 19th Century Terrorism
• League of Nations & Terrorism
• United Nations & Terrorism
• Terrorist Victimization
• Exercises & Case Studies
• Radicalization & Violent Extremism
• Preventing & Countering Violent Extremism
• Drivers of Violent Extremism
• International Approaches to PVE &CVE
• Regional & Multilateral Approaches
• Defining Rule of Law
• UN Global Counter-Terrorism Strategy
• International Cooperation & UN CT Strategy
• Legal Sources & UN CT Strategy
• Regional & National Approaches
• International Legal Frameworks
• International Human Rights Law
• International Humanitarian Law
• International Refugee Law
• Current Challenges to International Legal Framework
• Defining Terrorism
• Criminal Justice Responses
• Treaty-based Crimes of Terrorism
• Core International Crimes
• International Courts and Tribunals
• African Region
• Inter-American Region
• Asian Region
• European Region
• Middle East & Gulf Regions
• Core Principles of IHL
• Categorization of Armed Conflict
• Classification of Persons
• IHL, Terrorism & Counter-Terrorism
• Relationship between IHL & intern. human rights law
• Limitations Permitted by Human Rights Law
• Derogation during Public Emergency
• Examples of States of Emergency & Derogations
• International Human Rights Instruments
• Regional Human Rights Instruments
• Extra-territorial Application of Right to Life
• Arbitrary Deprivation of Life
• Death Penalty
• Enforced Disappearances
• Armed Conflict Context
• International Covenant on Civil and Political Rights
• Convention against Torture et al.
• International Legal Framework
• Key Contemporary Issues
• Investigative Phase
• Trial & Sentencing Phase
• Armed Conflict
• Case Studies
• Special Investigative Techniques
• Surveillance & Interception of Communications
• Privacy & Intelligence Gathering in Armed Conflict
• Accountability & Oversight of Intelligence Gathering
• Principle of Non-Discrimination
• Freedom of Religion
• Freedom of Expression
• Freedom of Assembly
• Freedom of Association
• Fundamental Freedoms
• Definition of 'Victim'
• Effects of Terrorism
• Access to Justice
• Recognition of the Victim
• Human Rights Instruments
• Criminal Justice Mechanisms
• Instruments for Victims of Terrorism
• National Approaches
• Key Challenges in Securing Reparation
• Topic 1. Contemporary issues relating to conditions conducive both to the spread of terrorism and the rule of law
• Topic 2. Contemporary issues relating to the right to life
• Topic 3. Contemporary issues relating to foreign terrorist fighters
• Topic 4. Contemporary issues relating to non-discrimination and fundamental freedoms
• Module 16: Linkages between Organized Crime and Terrorism
• Thematic Areas
• Content Breakdown
• Module Adaptation & Design Guidelines
• Teaching Methods
• Acknowledgements
• 1. Introducing United Nations Standards & Norms on CPCJ vis-à-vis International Law
• 2. Scope of United Nations Standards & Norms on CPCJ
• 3. United Nations Standards & Norms on CPCJ in Operation
• 1. Definition of Crime Prevention
• 2. Key Crime Prevention Typologies
• 2. (cont.) Tonry & Farrington’s Typology
• 3. Crime Problem-Solving Approaches
• 4. What Works
• United Nations Entities
• Regional Crime Prevention Councils/Institutions
• Key Clearinghouses
• Systematic Reviews
• 1. Introduction to International Standards & Norms
• 2. Identifying the Need for Legal Aid
• 3. Key Components of the Right of Access to Legal Aid
• 4. Access to Legal Aid for Those with Specific Needs
• 5. Models for Governing, Administering and Funding Legal Aid
• 6. Models for Delivering Legal Aid Services
• 7. Roles and Responsibilities of Legal Aid Providers
• 8. Quality Assurance and Legal Aid Services
• 1. Context for Use of Force by Law Enforcement Officials
• 2. Legal Framework
• 3. General Principles of Use of Force in Law Enforcement
• 4. Use of Firearms
• 5. Use of “Less-Lethal” Weapons
• 6. Protection of Especially Vulnerable Groups
• 7. Use of Force during Assemblies
• 1. Policing in democracies & need for accountability, integrity, oversight
• 2. Key mechanisms & actors in police accountability, oversight
• 3. Crosscutting & contemporary issues in police accountability
• 1. Introducing Aims of Punishment, Imprisonment & Prison Reform
• 2. Current Trends, Challenges & Human Rights
• 3. Towards Humane Prisons & Alternative Sanctions
• 1. Aims and Significance of Alternatives to Imprisonment
• 2. Justifying Punishment in the Community
• 3. Pretrial Alternatives
• 4. Post Trial Alternatives
• 5. Evaluating Alternatives
• 1. Concept, Values and Origin of Restorative Justice
• 2. Overview of Restorative Justice Processes
• 3. How Cost Effective is Restorative Justice?
• 4. Issues in Implementing Restorative Justice
• 1. Gender-Based Discrimination & Women in Conflict with the Law
• 2. Vulnerabilities of Girls in Conflict with the Law
• 3. Discrimination and Violence against LGBTI Individuals
• 4. Gender Diversity in Criminal Justice Workforce
• 1. Ending Violence against Women
• 2. Human Rights Approaches to Violence against Women
• 3. Who Has Rights in this Situation?
• 4. What about the Men?
• 5. Local, Regional & Global Solutions to Violence against Women & Girls
• 1. Understanding the Concept of Victims of Crime
• 2. Impact of Crime, including Trauma
• 3. Right of Victims to Adequate Response to their Needs
• 4. Collecting Victim Data
• 5. Victims and their Participation in Criminal Justice Process
• 6. Victim Services: Institutional and Non-Governmental Organizations
• 7. Outlook on Current Developments Regarding Victims
• 8. Victims of Crime and International Law
• 1. The Many Forms of Violence against Children
• 2. The Impact of Violence on Children
• 3. States' Obligations to Prevent VAC and Protect Child Victims
• 4. Improving the Prevention of Violence against Children
• 5. Improving the Criminal Justice Response to VAC
• 6. Addressing Violence against Children within the Justice System
• 1. The Role of the Justice System
• 2. Convention on the Rights of the Child & International Legal Framework on Children's Rights
• 3. Justice for Children
• 4. Justice for Children in Conflict with the Law
• 5. Realizing Justice for Children
• 1a. Judicial Independence as Fundamental Value of Rule of Law & of Constitutionalism
• 1b. Main Factors Aimed at Securing Judicial Independence
• 2a. Public Prosecutors as ‘Gate Keepers’ of Criminal Justice
• 2b. Institutional and Functional Role of Prosecutors
• 2c. Other Factors Affecting the Role of Prosecutors
• Basics of Computing
• Global Connectivity and Technology Usage Trends
• Cybercrime in Brief
• Cybercrime Trends
• Cybercrime Prevention
• Offences against computer data and systems
• Computer-related offences
• Content-related offences
• The Role of Cybercrime Law
• Harmonization of Laws
• International and Regional Instruments
• International Human Rights and Cybercrime Law
• Digital Evidence
• Digital Forensics
• Standards and Best Practices for Digital Forensics
• Reporting Cybercrime
• Who Conducts Cybercrime Investigations?
• Obstacles to Cybercrime Investigations
• Knowledge Management
• Legal and Ethical Obligations
• Handling of Digital Evidence
• Digital Evidence Admissibility
• Sovereignty and Jurisdiction
• Formal International Cooperation Mechanisms
• Informal International Cooperation Mechanisms
• Data Retention, Preservation and Access
• Challenges Relating to Extraterritorial Evidence
• National Capacity and International Cooperation
• Internet Governance
• Cybersecurity Strategies: Basic Features
• National Cybersecurity Strategies
• International Cooperation on Cybersecurity Matters
• Cybersecurity Posture
• Assets, Vulnerabilities and Threats
• Vulnerability Disclosure
• Cybersecurity Measures and Usability
• Situational Crime Prevention
• Incident Detection, Response, Recovery & Preparedness
• Privacy: What it is and Why it is Important
• Privacy and Security
• Cybercrime that Compromises Privacy
• Data Protection Legislation
• Data Breach Notification Laws
• Enforcement of Privacy and Data Protection Laws
• Intellectual Property: What it is
• Types of Intellectual Property
• Causes for Cyber-Enabled Copyright & Trademark Offences
• Protection & Prevention Efforts
• Online Child Sexual Exploitation and Abuse
• Cyberstalking and Cyberharassment
• Cyberbullying
• Gender-Based Interpersonal Cybercrime
• Interpersonal Cybercrime Prevention
• Cyber Organized Crime: What is it?
• Conceptualizing Organized Crime & Defining Actors Involved
• Criminal Groups Engaging in Cyber Organized Crime
• Cyber Organized Crime Activities
• Preventing & Countering Cyber Organized Crime
• Cyberespionage
• Cyberterrorism
• Cyberwarfare
• Information Warfare, Disinformation & Electoral Fraud
• Responses to Cyberinterventions
• Framing the Issue of Firearms
• Direct Impact of Firearms
• Indirect Impacts of Firearms on States or Communities
• International and National Responses
• Typology and Classification of Firearms
• Common Firearms Types
• 'Other' Types of Firearms
• Parts and Components
• History of the Legitimate Arms Market
• Need for a Legitimate Market
• Key Actors in the Legitimate Market
• Authorized & Unauthorized Arms Transfers
• Illegal Firearms in Social, Cultural & Political Context
• Supply, Demand & Criminal Motivations
• Larger Scale Firearms Trafficking Activities
• Smaller Scale Trafficking Activities
• Sources of Illicit Firearms
• Consequences of Illicit Markets
• International Public Law & Transnational Law
• International Instruments with Global Outreach
• Commonalities, Differences & Complementarity between Global Instruments
• Tools to Support Implementation of Global Instruments
• Other United Nations Processes
• The Sustainable Development Goals
• Multilateral & Regional Instruments
• Scope of National Firearms Regulations
• National Firearms Strategies & Action Plans
• Harmonization of National Legislation with International Firearms Instruments
• Assistance for Development of National Firearms Legislation
• Firearms Trafficking as a Cross-Cutting Element
• Organized Crime and Organized Criminal Groups
• Criminal Gangs
• Terrorist Groups
• Interconnections between Organized Criminal Groups & Terrorist Groups
• Gangs - Organized Crime & Terrorism: An Evolving Continuum
• International Response
• International and National Legal Framework
• Firearms Related Offences
• Role of Law Enforcement
• Firearms as Evidence
• Use of Special Investigative Techniques
• International Cooperation and Information Exchange
• Prosecution and Adjudication of Firearms Trafficking
• Teaching Methods & Principles
• Ethical Learning Environments
• Overview of Modules
• Module Adaption & Design Guidelines
• Table of Exercises
• Basic Terms
• Forms of Gender Discrimination
• Ethics of Care
• Case Studies for Professional Ethics
• Case Studies for Role Morality
• Additional Exercises
• Defining Organized Crime
• Definition in Convention
• Similarities & Differences
• Activities, Organization, Composition
• Thinking Critically Through Fiction
• Excerpts of Legislation
• Research & Independent Study Questions
• Legal Definitions of Organized Crimes
• Criminal Association
• Definitions in the Organized Crime Convention
• Criminal Organizations and Enterprise Laws
• Enabling Offence: Obstruction of Justice
• Drug Trafficking
• Wildlife & Forest Crime
• Counterfeit Products Trafficking
• Falsified Medical Products
• Trafficking in Cultural Property
• Trafficking in Persons
• Case Studies & Exercises
• Extortion Racketeering
• Loansharking
• Links to Corruption
• Bribery versus Extortion
• Money-Laundering
• Liability of Legal Persons
• How much Organized Crime is there?
• Alternative Ways for Measuring
• Measuring Product Markets
• Risk Assessment
• Key Concepts of Risk Assessment
• Risk Assessment of Organized Crime Groups
• Risk Assessment of Product Markets
• Risk Assessment in Practice
• Positivism: Environmental Influences
• Classical: Pain-Pleasure Decisions
• Structural Factors
• Ethical Perspective
• Crime Causes & Facilitating Factors
• Models and Structure
• Hierarchical Model
• Local, Cultural Model
• Enterprise or Business Model
• Groups vs Activities
• Networked Structure
• Jurisdiction
• Investigators of Organized Crime
• Controlled Deliveries
• Physical & Electronic Surveillance
• Undercover Operations
• Financial Analysis
• Use of Informants
• Rights of Victims & Witnesses
• Role of Prosecutors
• Adversarial vs Inquisitorial Legal Systems
• Mitigating Punishment
• Granting Immunity from Prosecution
• Witness Protection
• Aggravating & Mitigating Factors
• Sentencing Options
• Alternatives to Imprisonment
• Death Penalty & Organized Crime
• Backgrounds of Convicted Offenders
• Confiscation
• Confiscation in Practice
• Mutual Legal Assistance (MLA)
• Extradition
• Transfer of Criminal Proceedings
• Transfer of Sentenced Persons
• Module 12: Prevention of Organized Crime
• Adoption of Organized Crime Convention
• Historical Context
• Features of the Convention
• Related international instruments
• Conference of the Parties
• Roles of Participants
• Structure and Flow
• Recommended Topics
• Background Materials
• What is Sex / Gender / Intersectionality?
• Knowledge about Gender in Organized Crime
• Gender and Organized Crime
• Gender and Different Types of Organized Crime
• Definitions and Terminology
• Organized crime and Terrorism - International Legal Framework
• International Terrorism-related Conventions
• UNSC Resolutions on Terrorism
• Organized Crime Convention and its Protocols
• Theoretical Frameworks on Linkages between Organized Crime and Terrorism
• Typologies of Criminal Behaviour Associated with Terrorism
• Terrorism and Drug Trafficking
• Terrorism and Trafficking in Weapons
• Terrorism, Crime and Trafficking in Cultural Property
• Trafficking in Persons and Terrorism
• Intellectual Property Crime and Terrorism
• Kidnapping for Ransom and Terrorism
• Exploitation of Natural Resources and Terrorism
• Review and Assessment Questions
• Research and Independent Study Questions
• Criminalization of Smuggling of Migrants
• UNTOC & the Protocol against Smuggling of Migrants
• Offences under the Protocol
• Financial & Other Material Benefits
• Aggravating Circumstances
• Criminal Liability
• Non-Criminalization of Smuggled Migrants
• Scope of the Protocol
• Humanitarian Exemption
• Migrant Smuggling v. Irregular Migration
• Migrant Smuggling vis-a-vis Other Crime Types
• Other Resources
• Assistance and Protection in the Protocol
• International Human Rights and Refugee Law
• Vulnerable groups
• Positive and Negative Obligations of the State
• Identification of Smuggled Migrants
• Participation in Legal Proceedings
• Role of Non-Governmental Organizations
• Smuggled Migrants & Other Categories of Migrants
• Short-, Mid- and Long-Term Measures
• Criminal Justice Reponse: Scope
• Investigative & Prosecutorial Approaches
• Different Relevant Actors & Their Roles
• Testimonial Evidence
• Financial Investigations
• Non-Governmental Organizations
• ‘Outside the Box’ Methodologies
• Intra- and Inter-Agency Coordination
• Admissibility of Evidence
• International Cooperation
• Exchange of Information
• Non-Criminal Law Relevant to Smuggling of Migrants
• Administrative Approach
• Complementary Activities & Role of Non-criminal Justice Actors
• Macro-Perspective in Addressing Smuggling of Migrants
• Human Security
• International Aid and Cooperation
• Migration & Migrant Smuggling
• Mixed Migration Flows
• Social Politics of Migrant Smuggling
• Vulnerability
• Profile of Smugglers
• Role of Organized Criminal Groups
• Humanitarianism, Security and Migrant Smuggling
• Crime of Trafficking in Persons
• The Issue of Consent
• The Purpose of Exploitation
• The abuse of a position of vulnerability
• Indicators of Trafficking in Persons
• Distinction between Trafficking in Persons and Other Crimes
• Misconceptions Regarding Trafficking in Persons
• Root Causes
• Supply Side Prevention Strategies
• Demand Side Prevention Strategies
• Role of the Media
• Safe Migration Channels
• Crime Prevention Strategies
• Monitoring, Evaluating & Reporting on Effectiveness of Prevention
• Trafficked Persons as Victims
• Protection under the Protocol against Trafficking in Persons
• Broader International Framework
• State Responsibility for Trafficking in Persons
• Identification of Victims
• Principle of Non-Criminalization of Victims
• Criminal Justice Duties Imposed on States
• Role of the Criminal Justice System
• Current Low Levels of Prosecutions and Convictions
• Challenges to an Effective Criminal Justice Response
• Rights of Victims to Justice and Protection
• Potential Strategies to “Turn the Tide”
• State Cooperation with Civil Society
• Civil Society Actors
• The Private Sector
• Comparing SOM and TIP
• Differences and Commonalities
• Vulnerability and Continuum between SOM & TIP
• Labour Exploitation
• Forced Marriage
• Other Examples
• Children on the Move
• Protecting Smuggled and Trafficked Children
• Protection in Practice
• Children Alleged as Having Committed Smuggling or Trafficking Offences
• Basic Terms - Gender and Gender Stereotypes
• International Legal Frameworks and Definitions of TIP and SOM
• Global Overview on TIP and SOM
• Gender and Migration
• Key Debates in the Scholarship on TIP and SOM
• Gender and TIP and SOM Offenders
• Responses to TIP and SOM
• Use of Technology to Facilitate TIP and SOM
• Technology Facilitating Trafficking in Persons
• Technology in Smuggling of Migrants
• Using Technology to Prevent and Combat TIP and SOM
• Privacy and Data Concerns
• Emerging Trends
• Demand and Consumption
• Supply and Demand
• Implications of Wildlife Trafficking
• Legal and Illegal Markets
• Perpetrators and their Networks
• Locations and Activities relating to Wildlife Trafficking
• Environmental Protection & Conservation
• CITES & the International Trade in Endangered Species
• Organized Crime & Corruption
• Animal Welfare
• Criminal Justice Actors and Agencies
• Criminalization of Wildlife Trafficking
• Challenges for Law Enforcement
• Investigation Measures and Detection Methods
• Prosecution and Judiciary
• Wild Flora as the Target of Illegal Trafficking
• Purposes for which Wild Flora is Illegally Targeted
• How is it Done and Who is Involved?
• Consequences of Harms to Wild Flora
• Terminology
• Background: Communities and conservation: A history of disenfranchisement
• Incentives for communities to get involved in illegal wildlife trafficking: the cost of conservation
• Incentives to participate in illegal wildlife, logging and fishing economies
• International and regional responses that fight wildlife trafficking while supporting IPLCs
• Mechanisms for incentivizing community conservation and reducing wildlife trafficking
• Critiques of community engagement
• Other challenges posed by wildlife trafficking that affect local populations
• Global Podcast Series
• Apr. 2021: Call for Expressions of Interest: Online training for academics from francophone Africa
• Feb. 2021: Series of Seminars for Universities of Central Asia
• Dec. 2020: UNODC and TISS Conference on Access to Justice to End Violence
• Nov. 2020: Expert Workshop for University Lecturers and Trainers from the Commonwealth of Independent States
• Oct. 2020: E4J Webinar Series: Youth Empowerment through Education for Justice
• Interview: How to use E4J's tool in teaching on TIP and SOM
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Module 8: Restorative Justice

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E4J University Module Series: Crime Prevention and Criminal Justice

Introduction and learning outcomes.

• Topic 1.  Concept, values and origin of restorative justice
• Topic 2.  Overview of restorative justice processes
• Topic 3.  How cost effective is restorative justice?
• Topic 4.  Issues in implementing restorative justice

Case studies

Possible class structure, core reading, advanced reading, student assessment, additional teaching tools, guidelines to develop a stand-alone course.

• First published in April 2019

This module is a resource for lecturers

This section contains suggestions for in-class or pre-class educational exercises, while a post-class assignment for assessing student understanding of the Module is suggested in a separate section.

The exercises in this section are most appropriate for classes of between 30 and 50 students, where students can be easily organized into small groups in which they discuss cases or conduct activities before providing feedback to the entire class. Although it is theoretically possible to have the same small group structure in large classes comprising a few hundred students, it is more challenging. The easiest way to deal with the requirement for small group discussion in a large class is to simply ask students to self-organize into groups of five or six by turning to the other students sitting close to them. When feedback is required, the lecturer should use discretion, because not all groups will be able to provide feedback every time. The lecturer should make random selections and try to ensure that all groups get the opportunity to provide feedback at least once.

All exercises in this section are appropriate for both graduate and undergraduate students. However, as students' prior knowledge and exposure to these issues varies widely, decisions about appropriateness of exercises should be based on their educational and social context.

Exercise 1: Understanding of justice

In-class, small group exercise

This exercise should encourage students to reflect on the concept of justice. In small groups, students discuss what their understanding of justice is.

Lecturer guidelines

• The exercise could be used at the beginning of the class ("The Criminal Justice System and Legal Justice")
• Lecturer gives a brief introduction, i.e. every justice system is built around ethical considerations
• Students are encouraged to discuss the concept of justice

Guiding questions for students

• What is your understanding of justice?
• What are your ethical considerations of justice?
• From your perspective, what is justice trying to achieve?
• Students organize into small groups and discuss the questions.
• The lecturer calls on every group for their answers.
• Time: 10 minutes

Exercise 2: Reflection about a victim impact statement

Students are asked to read a victim impact statement and reflect about an adequate response regarding justice for the victim.

• This exercise can be applied when talking about the justice needs of victims
• Lecturer hands out a victim impact statement and asks students to discuss the following guiding questions:
• How did the crime make the victim feel? How did it affect the victim emotionally?
• What do you think are the needs of the victim?
• Reflect critically about a legal (criminal justice) and a non-legal response to the victim.
• How do you think a satisfying experience of justice might look to the victim? Imagine a response to crime that would best meet the needs of the victim.
• Students organize into small groups and discuss the questions outlined above.
• The lecturer calls on every group for their answers
• Time: 15-20 minutes

Exercise 3: Comparing characteristics of restorative justice and retributive justice

In-class small group exercise

This group work provides the opportunity to encourage critical thinking about the way wrongdoing is dealt with.

In search of cash and valuables, Jim and Ben, aged 19, decide to burgle a vacant house. They need the money to buy a new Xbox. After ringing the bell and making sure that no one is at home, they break into the house. They steal cash and valuable jewellery that they find in the bedroom. As they are about to leave the dwelling, Celia, the 68-year-old house owner, walks through the door. Jim and Ben are in panic, push Celia violently to the ground and flee. Celia breaks several ribs in the fall and can only stand up with great difficulty. She immediately calls her daughter Rachel, who she has just visited, and tells her in shock about the violent incident. Rachel immediately notifies an ambulance and the police.

Based on this scenario, students are required to discuss what kind of proceedings would have been undertaken within the criminal justice system, and what an alternative, restorative justice course of action might look like.

Questions on restorative justice:

• What happened?
• Who was affected?
• How can the situation be redressed?

Questions about retributive justice:

• What laws were broken?
• Who violated them?
• What punishment do they deserve?
• Lecturer presents scenario, and then asks students to discuss the case from a conventional criminal justice, and a restorative justice perspective, and record their answers in writing.
• Students organize into small groups
• Time for group discussion: 15 minutes

Further activity

Invite a criminal justice professional and, wherever possible, a restorative justice practitioner to talk about their experiences. For example, invite a judge to discuss the sentencing process, with particular emphasis on the aims and principles of sentencing and how they influence the judicial decision-making process. This presentation can be used as a means of prompting students to contemplate the various ethical considerations that guide judicial decision-making.

If possible, invite a restorative justice practitioner to talk about his/her experience in working with victims and offenders. This presentation can be used as a means of prompting students to understand the practitioner's views about the ways in which victims and offenders benefit from restorative justice encounters. Students may also like to reflect on the challenges that the restorative justice practitioner experience in his/her work.

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 References 

Criminology: Theories, Patterns and Typologies (13th Edition)

Criminal Justice Technology in the 21st Century

Technology in Law Enforcement

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Idaho Murder Suspect Had Been a Student of the Criminal Mind

The arrest of a graduate student in the murder of four University of Idaho students eased fears but raised a troubling new question: What was the motive?

By Nicholas Bogel-Burroughs ,  Rachel Sun ,  Mike Baker and Serge F. Kovaleski

MOSCOW, Idaho — About two weeks before four University of Idaho students were found stabbed to death in a home near campus, Bryan Kohberger was sitting in a criminology class at a college just a short drive away, leaning into a conversation about forensics, D.N.A. and other evidence prosecutors use to win convictions.

The 28-year-old graduate student seemed highly engaged in the discussion, a former classmate recalled. It was a subject that had long captivated Mr. Kohberger, who had researched the mind-sets of criminals, studied under a professor in Pennsylvania known for her expertise on serial killers and, for the last few months, pursued a Ph.D. in criminology at Washington State University, about 10 miles from the Idaho crime scene.

Less than two months later, Mr. Kohberger would be the subject of a criminal inquiry, arrested on Friday and charged with the murder of the four Idaho students.

Investigators have yet to outline a motive, but the details emerging about Mr. Kohberger’s deep interest in the psychology of criminals have opened another layer of mystery in a case that has traumatized the college town of Moscow, Idaho, and spawned countless theories from people around the country who followed the case in captivated horror.

Mr. Kohberger was taken into custody on Friday at his parents’ home in Effort, Pa., and was ordered to appear at an extradition hearing on Tuesday. Jason LaBar, the public defender in Monroe County who is representing him, said Mr. Kohberger had been following the case with interest but was “shocked” to be arrested.

“He looks forward to being exonerated, is what he said,” Mr. LaBar said. Mr. Kohberger, he added, would not oppose the effort to return him to Idaho to face the charges. On Sunday, Mr. LaBar issued a statement from Mr. Kohberger’s parents and two sisters saying that they “love and support our son and brother” and had cooperated with the police in an effort to “promote his presumption of innocence.” They also offered prayers for the victims.

Mr. Kohberger grew up in suburban eastern Pennsylvania, attending Pleasant Valley High School in Brodheadsville, where former classmates and peers recalled that he had an analytical mind but could sometimes be cruel. Thomas Arntz befriended him while riding the school bus around 2009. He said their friendship ended in 2014 after lighthearted “ribbing and jabbing” between friends turned “meanspirited,” with Mr. Kohberger sometimes putting him in a headlock hold.

“Over time it just got so, so bad that I just shut down when I was around him,” said Mr. Arntz, now 26. “I eventually just had to cut ties with him.”

Mr. Kohberger had struggled with a heroin addiction beginning in high school but had seemed to have moved past it in recent years, friends from Pennsylvania said.

Jack Baylis, who became friends with Mr. Kohberger in eighth grade, said Mr. Kohberger had long been fascinated with why people acted the way they did and had seemed to enjoy his job as a security guard for the Pleasant Valley School District, where he worked for several years until 2021.

The last time Mr. Baylis saw Mr. Kohberger was in 2021, when they shot airsoft guns together in the Poconos. At the time, Mr. Baylis said, Mr. Kohberger drove a white Hyundai Elantra, the same model of car that the police in Moscow said had been spotted near the Idaho victims’ home on the night of the attacks.

“I pray he’s innocent,” Mr. Baylis said.

After earning a psychology degree at a community college in 2018, Mr. Kohberger began studying psychology and later criminal justice at DeSales University, a Catholic institution in Center Valley, Pa. There, he studied in part under Katherine Ramsland, a well-known forensic psychologist whose books include “The Mind of a Murderer” and “How to Catch a Killer.” She declined to comment.

Mr. Kohberger was a quiet person who liked to work alone but came across as smart, said Brittany Slaven, who took several classes with him at DeSales. She recalled an instance in one of Dr. Ramsland’s classes when students were asked to look at photos of a crime scene and figure out what happened; she said Mr. Kohberger was quick to come up with ideas.

He seemed to show a particular interest in crime scenes and serial killers, Ms. Slaven said.

“At the time it seemed as if he was just a curious student, so if his questions felt odd we didn’t think much of it because it fit our curriculum,” she said.

In a post on Reddit from about seven months ago, a user who identified himself as Bryan Kohberger sought people who had spent time in prison to take a survey about crimes they had committed. The survey listed Mr. Kohberger as a student investigator working with two professors at DeSales, and it asked respondents to describe their “thoughts, emotions and actions from the beginning to end of the crime commission process.”

DeSales University said Mr. Kohberger had received a bachelor’s degree there in 2020 and earned a master’s degree in June 2022. A spokeswoman for the university said the principal investigator on the crime survey — Michelle A. Bolger, who is listed on the university website as an associate professor — and her colleagues would not be granting interviews about their experiences working with Mr. Kohberger. The assistant professor listed as the co-principal investigator, Jeffrey E. Clutter, did not respond to numerous messages.

Mr. Kohberger then moved across the country to Pullman, Wash., where he began the fall semester in August in the graduate criminology program at Washington State University, across the state border from the University of Idaho.

Early in the morning of Nov. 13, following a Saturday night of college town parties and a University of Idaho football game, four college students were found stabbed to death in the rental home in Moscow where three of them lived.

Madison Mogen, 21; Kaylee Goncalves, 21; Xana Kernodle, 20; and Ethan Chapin, 20, were attacked in at least two separate bedrooms, probably as they slept, according to investigators. The three women lived in the home; Mr. Chapin was spending the night with his girlfriend, Ms. Kernodle.

The brutal nature of the deaths — the coroner said all four were fatally stabbed with a long knife — and the lack of any suspect cast a sense of fear across Moscow, a city that had not recorded a homicide in seven years. Students began walking in groups. Residents checked the locks on their doors and windows. A DoorDash driver said she noticed more people were ordering meals delivered to avoid going out after dark. And the police began receiving a wave of calls from nervous residents: a suspicious-looking man, a driver revving an engine, sounds in the night.

Police at both college campuses added security measures, adding patrols and holding self-defense workshops.

At Washington State, Mr. Kohberger was continuing with his studies, his classmates said. B.K. Norton, who was in the same graduate program as Mr. Kohberger, said his quiet, intense demeanor had made some classmates uncomfortable.

Another student said Mr. Kohberger seemed interested in the thought processes of criminals while they committed crimes and less interested in the social factors that might lead people to do so, saying that he believed some people were just bound to break the law. The fellow student, who spoke on the condition of anonymity because he feared that speaking publicly could jeopardize his safety, described Mr. Kohberger as the black sheep of the class, often taking contrarian viewpoints and sometimes getting into arguments with his peers, particularly women.

The classmate recalled one instance in which Mr. Kohberger began explaining a somewhat elementary criminology concept to a fellow doctoral student, who then accused him of “mansplaining.” A heated back-and-forth ensued and the doctoral student eventually stormed out of the classroom, he said.

Mr. Kohberger was also a teaching assistant in a criminal law class during the fall semester, said Hayden Stinchfield, 20, one of the students in that class. He said that Mr. Kohberger often cast his eyes down while addressing the students, giving the impression that he was uncomfortable.

Students said Mr. Kohberger had a strong grasp of the subject matter but was a harsh grader, giving extensive critiques of assignments and then defending the lower marks when students complained as a group. Later in the fall, roughly around the time of the killings, Mr. Stinchfield said Mr. Kohberger seemed to start giving better grades, and the assignments that once had his feedback scrawled across every paragraph began coming back clean.

“At a certain point he stopped leaving all the notes,” he said.

At the time, a growing team of investigators from local and state agencies, as well as more than 60 agents from the F.B.I., had descended on Moscow. Forensics investigators combed the house for physical evidence, including D.N.A., and searched fruitlessly for a murder weapon.

Officials pleaded for tips and videos, while thousands of internet sleuths around the country suggested an array of people as the likely culprit: a former boyfriend of one of the victims, a man who was with two of the victims when they got a meal from a food truck, two roommates who were in the home when the killings occurred but apparently slept through them.

None of the online discussion groups identified Mr. Kohberger. It is not clear how or whether he knew the victims.

The police had tried to tamp down rumors by ruling out several people as suspects, though accusations were flying so fast that it at times appeared they could not do so quickly enough. They withheld nearly all details of the investigation, raising frustrations and prompting some people, including relatives of the victims, to wonder publicly whether the police were up to the task.

Still, investigators worked through the holidays to process thousands of tips and extensive evidence collected in and around the scene. In announcing Mr. Kohberger’s arrest on Friday, Moscow’s police chief, James Fry, said investigators had located a white Hyundai Elantra but had not yet found a murder weapon.

Chief Fry looked exhausted and almost tearful as he announced the arrest at a news conference, making it clear that investigators were still looking for tips to help resolve the questions they could not yet answer: Did the suspect act alone? What was the motive?

“Be assured the work is not done,” Chief Fry said. “This is just getting started.”

The arrest left the members of one Facebook discussion group, with more than 166,000 members, stunned.

“I’m baffled,” one woman wrote. “Literally everything we know doesn’t make sense.”

But it has also brought a sense of relief to many in Idaho.

Ms. Goncalves’s family members said through a lawyer that they were “relieved that the authorities have someone in custody, and now the journey through the criminal justice system begins.”

Katie Blomgren, who is studying psychology at the University of Idaho, had known Ms. Goncalves and Ms. Mogen since she was 11. She spent her 12th birthday with the two girls in a hotel, and she thinks of them every time she looks down at her shins, where she has two scars from trying to jump from a bathtub onto a bed that night. She said she has struggled to feel closure, even after the arrest of Mr. Kohberger.

“There’s relief, in feeling like maybe it’s not so scary to live here anymore,” said Ms. Blomgren, 21. But while an arrest in the case has brought a sense of relief for many of her fellow students, she said she has struggled to find any peace. “For me, it doesn’t erase what happened.”

Hurubie Meko , Campbell Robertson and Nate Sanford contributed reporting. Jack Begg and Kirsten Noyes contributed research.

Nicholas Bogel-Burroughs reports on national news. He is from upstate New York and previously reported in Baltimore, Albany, and Isla Vista, Calif. More about Nicholas Bogel-Burroughs

Mike Baker is the Seattle bureau chief, reporting primarily from the Northwest and Alaska. More about Mike Baker

Serge Kovaleski is an investigative reporter on the National Desk. He joined The Times in 2006, and was part of the team awarded the 2009 Pulitzer Prize for Breaking News for the coverage of the Eliot Spitzer prostitution scandal. More about Serge F. Kovaleski