Paper Writing Services the actual numbers from the UCR. Without consulting any resource material, estimate the number of crimes committed per 100,000 people for each

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and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas. Points Range: 16.8 (42%) – 19.17 (47.93%) Discussion posting demonstrates a understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting

These are common statements heard daily, but what are the facts? Crime can be broken down and measured in many different ways. There are many different types of crime, including property crimes, violent crimes, wte-collar crimes, and cybercrimes. The FBI Uniform Crime Reporting (UCR) program identifies violent crime as four offenses: murder and nonnegligent manslaughter, rape, robbery, and aggravated assault. The number (incidences) of these four crimes has increased in the past decade due to population changes; however, in order to account for changing populations, the UCR uses a prevalence rate of crimes per 100,000 people. Ts allows for consistent reporting. In ts Discussion, you estimate the number of violent crimes that have occurred in a U.S. city, county, state, or region in the past year. You then compare your estimates to the actual numbers from the UCR. Without consulting any resource material, estimate the number of crimes committed per 100,000 people for each of the following—murder, rape, and aggravated assault—that have occurred in a city, county, or state of your choosing in the U.S. in the past year. Also, estimate the percent of males versus females who commit the majority of crimes, and describe what you tnk is the most frequent offender/victim relationsp. the name of the area you selected as well as your estimate of the number of each crime committed. Bartol, C. R., & Bartol, A. M. (2017). (11th ed.). Boston, MA: Pearson. Laureate Education (Producer). (2017j). [Video]. Baltimore, MD: Author. Points Range: 21.6 (54%) – 24 (60%) Discussion posting demonstrates an understanding of of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas. Points Range: 19.2 (48%) – 21.57 (53.92%) Discussion posting demonstrates a understanding of of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas. Points Range: 16.8 (42%) – 19.17 (47.93%) Discussion posting demonstrates a understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Points Range: 0 (0%) – 16.77 (41.93%) Discussion posting demonstrates understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings. Points Range: 7.2 (18%) – 8 (20%) Student interacts with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. Points Range: 6.4 (16%) – 7.16 (17.9%) Student interacts with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. Points Range: 5.6 (14%) – 6.36 (15.9%) Student interacts with peers the feedback postings, and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources. Points Range: 0 (0%) – 5.56 (13.9%) Student interact with peers (0 points) the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources. Points Range: 7.2 (18%) – 8 (20%) Postings are organized, use scholarly tone, contain original writing , proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are consistent with graduate level writing style. Points Range: 6.4 (16%) – 7.16 (17.9%) Postings are consistent with graduate level writing style. Postings may have some small organization, scholarly tone, writing, or APA style issues, and/or may contain a few writing and spelling errors. Points Range: 5.6 (14%) – 6.36 (15.9%) Postings are graduate level writing style. Postings may be lacking in organization, scholarly tone, APA style, contain many writing and/or spelling errors, or show moderate reliance on quoting vs. original writing and paraphrasing Ts week, you estimate the prevalence and incidence rates of violent crimes and compare your estimates to the actual data from the Federal Bureau of Investigation (FBI) Uniform Crime Reporting (UCR) program. You also look at your personal perceptions of violent crime in the United States.

Sample references
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  • (‘Glynn, P. W. 1991. Coral-Reef Bleaching in the 1980s and Possible Connections with Global Warming. Trends in Ecology & Evolution 6 (6):175-179.’,)
  • (‘Dlugokencky, E. J., L. Bruhwiler, J. W. C. White, L. K. Emmons, P. C. Novelli, S. A. Montzka, K. A. Masarie, P. M. Lang, A. M. Crotwell, J. B. Miller, and L. V. Gatti. 2009. Observational constraints on recent increases in the atmospheric CH4 burden. Geophys. Res. Lett. 36 (18):L18803.’,)
  • (‘Flick, R. E., J. F. Murray, and L. C. Ewing. 1999. Trends in U.S. Tidal Datum Statistics and Tide Range: A Data Report Atlas (SIO Reference Series 99-20). La Jolla, CA: Scripps Institution of Oceanography.’,)

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