Grand Rapids Killing

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There were at least three deaths of and two abductions of females in West Michigan in the early 1990’s. Your assignment is to reconstruct a profile using what you learned in Chapter 10. The articles in the link discuss the killing of three females and brief mention of an attack on two others.
Complete all four steps in the process before writing a formal profile. Your assignment shall be a formal profile written in formal paragraph format. You must reference the textbook to justify your profile (organized/victimology/geographic/etc.). Remember a profile is not geared toward a specific individual (do not mention an individual arrested or named). Your profile must include a victimology, geographic analysis, summary of M.O., signature components and an analysis of organized/disorganized elements. You may add in other elements you feel are important. Do not write a long history of what happened as an introduction. Get to your profile – you have plenty to write if you do this correctly. Your sources for information (not references) for the profile are at the bottom of this page.
Step 1: What evidence do you have?
Review the Grand Rapids killing of prostitutes from the 1990’s. Use both sources below and any other sources you may find. Base your conclusion on your own findings not on the conclusion made by somebody else. Do not use a non-credible source (blog, etc.). Review the following writing notes as you go along in order to complete your profile:
Step 2: What is the victimology?
What were the commonalities of the victim (M.O)? Be as complete as possible drugs/prostitution; race; physical size, [psychological, etc.]).
* Was there a preferred choice of a victim?
* Why (or why not) do you think the victims were chosen based on their traits (psychological and M.O.).
* Was there commonality in how the suspect(s) killed the victims? Did it change?
* Is this consistent with the textbook?
* Describe the killer(s) M.O. in killing and any signature elements.
* Why did the suspect kill in this manner? (Psychological and M.O.)
* Could the method of killing be related to victim choice?
Step 3: What is the geographic profile?
* What was the M.O. of the killer(s)?
* What knowledge and practical means would the killer(s) need to complete the crime based on the crime scenes and dump sites? (Possible hint: Google Maps with street view can be helpful here, as well as ArcGIS if you have used it before and can use the historical layers)
Step 4: Controlled, or uncontrolled?
Use the Organized/Disorganized, or as I call it, the Controlled/Uncontrolled dichotomy to finish your profile.
* Think – how do you think the killer(s) get the victims alone with him – would this take a more organized or disorganized killer?
* Go through the crime sequence including dumping the body. Is this more organized or disorganized? Do there appear to be multiple crime scenes per victim?
Finish your profile utilizing the organized and disorganized elements. Remember the M.O. can change. Make sure your profile elements are written out before you proceed.

 

Sample Solution

Miss Havisham. Pip’s opinion and thoughts did not matter. These ideas were not just present with Mrs. Joe and Pumblechook; it was present all over Victorian Britain. Children were treated poorly and had to listen to their elders.

The texts, “The Chimney Sweeper” and Great Expectations, show how some children are deprived from the basic necessities of living. In the poem, the chimney sweepers are very harshly treated. They do not have beds and the narrator says, “in soot I sleep” (Blake). The young chimney sweepers have to sleep on the same blanket they cleaned the chimneys with. They are covered in filth and are in hazardous living conditions. The children are very depressed by their situation and hate their jobs. They are only happy when they are “naked and white, [with] all their bags left behind” (Blake). The author is showing that the children are not happy which is a very important necessity in childhood especially. In Great Expectations, the book starts out with Pip “among the graves at the side of the church porch” (Dickens 2) visiting his dead parents to show that he wants to be loved. In stage one, Pip is lacking close friends and affection. In the book, it is not only Pip that is deprived of the basic necessities of living. Estella is also deprive of freedom. When Pip and Estella are conversing in stage two of Great Expectations about their relationship status, Estella says that she, “It’s is apart of Miss Havisham’s plans for me’” (Dickens 271). This displays how Estella is being oppressed, and Miss Havisham makes all decisions for her. Estella would like to have the right of freedom, but since she is a child she does not have those rights. These basic necessities of living were not provided for the children in Victorian Era.
In the texts, children were treated appallingly because they were viewed as a lower class by the adults in Victorian England. The children were unjustly by their family members. They were supposed to be obedient without complaining. Plus, they were destitute. Children are treated much differently today and for the better.

 

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