The definition of crime

 

 

Discuss the definition of crime, what makes a crime a crime, and the different kinds of crime.
What is probable cause and how was it met in this case?
What crime or crimes were committed in this case? How did the evidence meet the charges brought against
Casey Anthony?
What are the basic functions of each component of the criminal justice system in this case? Discuss in detail
the different components of the criminal justice system to include specifically how each part worked in this
case. What was the role of the police, State Attorney, Defense, the Judge, the Jury, the role of Corrections
(including parole and or probation). Be sure to include but not limited to the following concepts:
What are motions?
What is the burden of proof?
What is Miranda and how are statements from a defendant allowed in court or not allowed?
What is proof beyond a reasonable doubt?
What is reasonable doubt?
What is an appeal?
Use the case to illustrate and explain these concepts. (C.O. 1)
Analyze the court process and how this case progressed through the system.
How did the corrections system play a role in this case?
Discuss if the legal system worked as designed in this case. Why or why not? If you chose that the system did
not work, what would you propose should be changed and why? If you feel the system worked, what made you 
believe this?

Sample Solution

The definition of crime

Crime is the intentional commission of an act usually deemed socially harmful or dangerous and specifically defined, prohibited, and punishable under criminal law. It is an offense that merits community condemnation and punishment, usually by way of fine or imprisonment. This is different from a civil wrong (tort), which is an action against an individual that requires compensation or restitution. Many types of crime exists: violent crime; property crime; white-collar crime; organized crime; and consensual or victimless crime. Within each category, many more specific crimes exist.

mary of findings

The discussed literature makes clear that gender stereotypes often shape expectations and evaluations. These gender-based schemas can be of large influence on the development and/or maintenance of LMX, because people tend to ignore the actual behaviour and/or performance of others if it is incongruent with their expectations (Adebayo & Udegbe, 2004). Literature on gender stereotypes in LMX has several suggestions on which dyadic relationships seem to be of lowest and highest quality. Goertzen and Fritz (2004) suggest that female leaders have lower LMX, with both male and female subordinates; Adebayo and Udegbe (2004) argue that female-female dyads are of lowest quality, as explained by the queen bee syndrome; and that male leader-female subordinate dyads are of highest quality, as explained by paternalism theory.

Despite the fact people often rely too much on gender expectations and biases, there can be some truth to them. Gender differences between men and women do exist and seem to be of influence on their relationships and LMX. Women’s relationship-oriented approach seems to indicate that women generally have better LMX relationships than men. This would imply that male-male dyadic relationships are of lowest quality, and female-female of highest quality. Since females seem to invest more time and effort in their relationships, it is suggested that females communicate more easily with each other than with men (Varma & Stroh, 2001). A theory that would agree with female-female dyads being of highest quality is the similarity-attraction theory. This paradigm suggests that perceived similarity causes people to be attracted to each other, and thus have better relationships. According to this theory, male-male and

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