1.What should be covered in the initial interview of a sexual assault victim? Why is this considered a delicate process?
2.Discuss the Code Adam and Amber Alert:
a. What are each?
b. What prompted each?
c. How does each work?
d. Should they be continued, discontinued or expanded into other
types of child safety programs, and why?
3.What is the make-up and focus of the various types of robbers? What is the relationship between these characteristics and their targets?
4.Describe the modus operandi of a robber:
5.Why should an investigator produce a case summary of the crime?
6.Define larceny. How does larceny differ from theft?
7.What has been the impact of consolidating theft offenses?
8.Discuss the three major types of child maltreatment, and give an example of each. Next, discuss the role of the police in the investigation for each (how will the officer focus his/her investigation):
9.Discuss the child molester: a. Give a description of a molester, b. name and define the three types of child sexual abuse, and c. discuss the two psychological types of molesters:
10.What makes something burn? Why is this important when investigating arson?
11.Who has been traditionally responsible for investigating a fire? How has this role changed over time, and why?
12.Why would someone start a fire? Give an example with your response:
13.Define Terrorism. What is the primary role of the investigator during any terrorism investigation? How are terror crimes different from other types of crime?
14.When searching for suspected explosive devices/bombs, what is the method best described to use and why? (explain fully)
15.Discuss the two types of investigations that should follow an officer-involved shooting.
16.How have cons or swindles changed with the advent of the Internet?
17.What is identity theft? How can identity theft be perpetrated?
18.Discuss what it is that the state must prove in each and every criminal case that it tries, and why:
19.What is the “chain of custody,” and what problems arise in attempting to maintain it?
Japan’s political journey from its quasi-democratic government in the 1920’s to its radical nationalism of the mid 1930’s, the collapse of democratic institutions, and the eventual military state was not an overnight transformation. There was no coup d’etat, no march on Rome, no storming of the Bastille. Instead, it was a political journey that allowed a semi-democratic nation to transform itself into a military dictatorship. The forces that aided in this transformation were the failed promises of the Meiji Restoration that were represented in the stagnation of the Japanese economy, the perceived capitulation of the Japanese parliamentary leaders to the western powers, a compliant public, and an independent military.
The ground work for Japanese militarism was a compliant Japanese public. This pliant public was created through a variety of factors. Beginning in the 1890’s the public education system indoctrinated students in the ideas of nationalism, loyalty to the emperor and traditionalist ideas of self-sacrifice and obedience. Thus ideas that were originally propagated to mobilize support for the Meiji government were easily diverted to form broad support for foreign militarism. Japanese society also still held many of the remnants of feudal culture such as strong confusion beliefs that stressed support for social order and lack of emphasis on individualist values. These values taught obedience not to a democratic but to the emperor; so the fact that the militaristic government of the 1930’s ruled under the emperor meant that the Japanese were loyal to this government just as they had been to the government of the 1920’s. So when Japan’s militaristic government implemented programs characteristic of totalitarian governments such as strong media control, a thought police, and community organizations the public did little to protest. Shintoism provided a religious justification for nationalism and support for the militaristic government. Shintoism before the 1930’s was primarily a nativistic religion which stressed nature and harmony. But during the 1930’