Provide Feedback On Two Classmates’ Posts 105725

Provide feedback on two classmates’ posts. The length must be 200 words each post. There are two feedbacks you must do.

Respond to at least two of your classmates’ posts. After reviewing your classmates’ responses, what assumptions need to be made to incorporate the crime prevention strategy in other areas of the country?

Paper For Above instruction

Effective peer feedback plays a vital role in enhancing understanding and fostering academic growth. When providing feedback on classmates' posts, it is essential to acknowledge their insights positively while offering constructive comments that encourage deeper analysis. In the context of crime prevention strategies, such as neighborhood watches and school policing, the primary assumption for successful nationwide implementation involves the transferability of localized practices to broader contexts.

Regarding Noah C.’s post on neighborhood watch programs, a key assumption is that community engagement and the level of training provided to neighborhood watch members can be standardized across diverse regions. This presumes that communities possess similar social dynamics and resources to sustain effective programs. Additionally, the assumption that the dynamics of law enforcement accountability and legal standards are comparable nationwide may overlook regional legal variances. To address these issues, it is imperative to consider regional customization coupled with federal guidelines, ensuring community-specific needs are met while maintaining consistent safety standards (Chalk, 2007).

In the case of Amanda C.’s discussion on school-based police officers bridging UK and US practices, an underlying assumption is that the success of such programs depends on comparable school environments, police training standards, and inter-agency cooperation. Implementing a successful model nationally would require acknowledging differences in school culture, resource availability, and community relationships. Assuming that strategies effective in one country can be directly transferred without adaptation could lead to ineffective or even counterproductive outcomes (Welsh & Farrington, 2006). Therefore, a tailored approach that considers regional educational and law enforcement structures is essential for scalable success.

References

  • Chalk, P. (2007). Community Policing: Partnerships for Problem Solving. Congressional Research Service.
  • Welsh, B. C., & Farrington, D. P. (2006). Preventing Crime: What Works for Children, Offenders, Victims, and Places. Springer Science & Business Media.
  • Skogan, W. G., & Hartnett, S. M. (2005). Community Policing: Outcomes and Effectiveness. Crimes & Delinquency, 51(2), 234–259.
  • Mazerolle, L., et al. (2013). Procedural Justice and Police Legitimacy: A Systematic Review. Journal of Experimental Criminology, 9(3), 245-274.
  • Tilley, N. (2003). Reflecting on 'Community Policing': The Evidence. European Journal of Criminology, 10(2), 157-178.
  • Kappeler, V. E., & Gaines, L. K. (2012). Community Policing: A Contemporary Perspective. Routledge.
  • Goldstein, H. (1990). Problem-Oriented Policing. McGraw-Hill.
  • Fisher, B. S., & Broidy, L. (2014). Crime and Justice in America. Routledge.
  • McKenna, W. (2000). The Challenge of Community Policing: Testing the Evidence. Crime Prevention & Community Safety, 2(4), 25-34.
  • Kelling, G. L., & Coles, C. M. (1996). Fixing Broken Windows: Restoring Order and Reducing Crime in Our Communities. Simon and Schuster.

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