Criminal Investigation in the New Millennium

The Present, the Past, and the Future: A Community Policing Approach
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  • Lectures 58
  • Length 12.5 hours
  • Skill Level All Levels
  • Languages English
  • Includes Lifetime access
    30 day money back guarantee!
    Available on iOS and Android
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About This Course

Published 9/2015 English

Course Description

This FREE course addresses the following issues:

- How good are we at solving crime in the US? (Hint – not so good~~)


- Who are the detectives and what do they do?


- How did we get into this situation, and why?


- What can we expect in the future?

- And just how much can forensics and technology be expected help investigations?

To find answers to these and other questions, we explore the criminal investigation process of the present, the past, and the future.

We present an overview of the subject in a listener-friendly and informative way. It is scripted to be understood by the casual observer, as well as the experienced investigator and the aspiring academic.

This course is rooted in the research literature and is amply referenced and well-cited. It provides some of the most comprehensive and current information available on the process.

It does NOT teach how to be an investigator. Instead, it teaches ABOUT the investigation process itself.

The course consists of about 58 lectures ranging from five to 20 minutes in length (about 12 hours total). The lectures are divided into six sections addressing the following:

(1) Where are We?
(2) Who are the Detectives and What Do They Do?
(3) How Did We Get Here?
(4) Where are We Going?
(5) Where Do We Want to Go?
(6) The Year “2084.”

To guide us through the sections, students will learn to use a HANDY FRAMEWORK to do the following:

1. IDENTIFY a crime problem (in terms of the phases of a crime).

2. DESCRIBE the availability of crime information and sources in each crime phase (in terms of space and time).

3. UNDERSTAND how the various detective models of the past have investigated crime (to see their strengths and weaknesses).

4. MANIPULATE what we learned to project how developments in forensics and technology, and a new detective model, can address the crime problems of the future.

What are the requirements?

  • You would probably get more out of the course if you had already taken an introductory course in criminal justice or policing, or if you had some general familiarity with our criminal justice system in the US. However, that's not critical, and this course should, in any case, prove to be an interesting and rewarding experience in and of itself. Other than an open mind and a desire to learn, no special materials or actions are needed for the course.

What am I going to get from this course?

  • The goals of this course are to answer the following questions about the police criminal investigation process in the US: - How good are the police at solving crime? (Hint – not so good~~) - Who are the detectives and what do they do? - How did we get to where we are, and why? - What can we expect in the future? - How will forensics and technology help? - What will investigations look like in the year 2084? To help find the answers to the above questions, students will learn to use a handy framework to do the following: - IDENTIFY a crime problem (in terms of the phases of a crime) - DESCRIBE the availability of crime information and sources in each crime phase (in terms of space and time) - UNDERSTAND how the various detective models of the past have investigated crime (to see their strengths and weaknesses) - MANIPULATE what was learned to project how developments in forensics and technology, and a new detective model, can address future crime problems.

What is the target audience?

  • The targeted audience for this course ranges from the casual observer to the experienced investigator and the aspiring academic.

What you get with this course?

Not for you? No problem.
30 day money back guarantee.

Forever yours.
Lifetime access.

Learn on the go.
Desktop, iOS and Android.

Get rewarded.
Certificate of completion.

Curriculum

Section 1: SECTION 1: WHERE ARE WE?
03:30
  • List of lectures in Section 1
  • Course does NOT teach how to be an investigator, but ABOUT the investigation PROCESS it selfc
  • Course is based on research and is amply referenced
17:47
  • In this lecture, students will learn the following:
    • How the idea of the course came about
    • How the course is organized
    • How the course is taught
    • How the quizzes are organized
12:47
  • The value of experience is discussed.
  • Five major crime categories and their costs to society are set forth.
15:32
    • Topics covered:
      • The National Crime Victimization Survey (NCVS) and the Uniform Crime Report (UCR).
      • Definitions of terms regarding police agencies.
      • Three categories of police agencies.
16:06
  • Perspectives:
    • 50 million species
    • 200 empires in 5,000 years
    • The most complex form of behavior in the universe
    • The job of police
  • Crime:
    • Exists only in the present
    • Two main sources of crime info - people & things
      • The primary source of crime info - PEOPLE!
15:34
  • First develop a framework -
  • In order to do the following:
    • IDENTIFY a crime problem (in terms of the phases of a crime)
    • DESCRIBE the availability of crime info and sources in each crime phase (in terms of space and time)
    • UNDERSTAND how the various detective models of the past have investigated crime (to see their strengths and weaknesses)
    • MANIPULATE what we learned to project how developments in forensics and technology, and a new detective model, can address the crime problems of the future
  • IDUM
  • CONCEPTUAL FRAMEWORK CHART -BURGLARY
12:00
  • What the framework can reveal about crime and sources of crime info:
    • Preventing crime and victims.
    • The pain, and the choices.
16:53
  • Why focus on just UCR crimes and just the local police agencies category?
  • The three phases of the TIP as seen through the CONCEPTUAL FRAMEWORK.
11:36
  • The acronym CUISC is explained.
  • Collecting crime info from people and things.
  • The "Sherlock Holmes" of France (Locard).
10:31
  • Using information from things (labs, data bases).
  • CUIPDSC - what's that, and how do you pronounce it?
11:48
  • UCR crime clearance rates - why no change in four decades?
  • So who solves crime, anyway?
  • FARMLAMB/MRRABLVA, eh?
  • UCR clearance crimes and clearance rates chart.
08:58
  • So is the US better or worse than other countries?
  • List of selected countries by international homicide rates.
10:57
  • The police gateway.
  • The CJ filter - not good news.
  • Effectiveness - WHAT????
19:33
  • Why have crime rates decreased so much?
  • Why don't people report crime?
  • Why don't we do proactive investigations?
12:15
  • The core of our CJ system.
  • Assembly line vs. obstacle course.
17:18
  • OMG - are we the problem-o?
  • So does crime pay?
  • Section I summary.
20 questions

There are five quizzes in the course, presenting a total of 100 questions (one point per question). Most are True-False, with some Multiple Choice thrown in.

Most of the questions are straight forward. Some are obvious (gimmes), some are a little tricky, and a few are stinkers.

The Section 1 and 2 quizzes are 20 questions each.

The Section 3 quiz is 40 questions.

The Section 4 and 5 quizzes are 10 questions each.

There is no quiz in Section 6.

Good luck!


Section 2: SECTION 2: WHO ARE THE DETECTIVES AND WHAT DO THEY DO?
02:02
  • Dick Tracy and the public mindset
  • List of lectures in this section
19:41
  • What the research says about who detectives are.
  • Research conclusions.
16:36
  • Percentages, skills, training, job
  • Time spent
  • Do detectives solve crime?
18:07
  • Goals.
  • Elements of proof.
  • Documentation.
  • Identify & Arrest (ID/A).
  • Search & Seizure (S/S).
  • Interviews.
15:31
  • INTERROGATION.
  • CORROBORATION.
13:00
  • What has changed?
  • What has not changed?
  • Concluding observations.
  • Summary.
20 questions

Twenty more questions - watch out for these!

Section 3: SECTION 3: HOW DID WE GET HERE?
02:39
  • The following will be addressed in this section:
    • Three eras of policing.
    • Civvies, speeders & perspectives.
    • Development of local, private & federal agencies.
    • Detective models.
    • Effects on CUIPDSC.
    • Growth of forensic science & technology.
    • Recent survey & study.
09:58
  • Who invented the police?
  • Two models of social control.
11:11
  • The Government Spy.
  • The "Father of Modern Criminology" (Vidocq).
  • The British model.
19:10
  • The "Father of Modern Policing" (Peel) & the LMPD.
  • The Political Era (1840s - early 1900s).
12:36
  • Evolution of investigations in the US
  • Why civvies?
  • Civvies & speeders
  • Secretive Rogues - deja vu
10:44
  • FORENSIC SCIENCE IN THE 19TY CENTURY – THE BEGINNING.
  • THE FIRST – & “GREATEST” – CLASSICAL DETECTIVES.
  • DETECTIVE GENRE icons.
10:04
  • THE REFORM ERA (EARLY 1900S – 1970S) & POLICE PROFESSIONALIZATION.
  • THE INQUISITOR DETECTIVE.
  • INQUISITOR DETECTIVE icons.
17:33
  • FORENSIC SCIENCE IN THE 20TH CENTURY – GROWING.
  • THE HARD-BOILED CLASSICAL DETECTIVE – A HOLLYWOOD FAVORITE.
  • OUR HERO! (SIGH!) (QUESTION MARK?)
09:01
  • THE “PINKS” – THE ORIGINAL PRIVATE EYE.
  • BURNS – THE AMERICAN SHERLOCK HOLMES.
16:42
  • Perspective, and another perspective.
  • The rise of the Bureaucrat Detective.
  • Legal reforms.
  • So that's how we got here!
14:45
  • Local & federal agencies
  • The FBI & Hoover
  • The Church Committee & the WALL
12:48
  • Worse off than the FBI - tough stuff.
  • In defense of detectives.
07:32
  • The Community Policing Era (1970s - present).
  • Use OVERT MEANS of working with the community to PREVENT, DETECT & SOLVE crime.
14:07
  • The first-ever nationally representative survey.
  • A recent survey of investigation training.
19:19
  • Community Policing & murder clearance rates.
  • Does Community Policing help to solve crime?
10:48
  • FORENSICS BY THE YEAR 2000.
  • THE CLASSICAL DETECTIVE – WHERE TO NOW?
40 questions

This one is 40 questions, so be sharp and dig in!

Section 4: SECTION 4: WHERE ARE WE GOING?
03:21
  • The 9/11 disaster.
  • The Church Committee pendulum and security vs. liberty.
  • 9/11 aftermath - another key pivotal point in the criminal investigation process.
09:05
  • Effects of 9/11
  • 9/11 Commission recommendation areas
  • The WALL vs. "unity of effort"
  • Tyranny vs. tyranny
12:37
  • Effects of 9/11.
  • 9/11 Commission recommendation areas.
  • The WALL vs. "unity of effort."
  • Tyranny vs. tyranny.
06:16
  • Forensics exponential development, & a little poem.
  • The Classical Detective - multi-pronged~~~
10 questions

Only ten easy questions - how about that?

Section 5: SECTION 5: WHERE DO WE WANT TO GO?
04:20
  • Opinions.
  • Lessons learned.
  • A Community Policing "Three-fer."
  • What's a Community Policing Detective?
  • Civvies & foot temperatures.
18:59
  • A nice overview.
18:48
  • All crime is LOCAL!!!
  • Is Community Policing a game-changer?
  • Three Community Policing assets - force multiplier, common goals, & OVERT!
15:16
  • Forensics - just the beginning - AGAIN!
  • Technology.
  • The Classical Detective - recasting? Whatever.
17:08
  • OVERT CUIPDSC.
  • The Boston Marathon Bombers & the Inform-and-Alert Bunny.
  • Detective Models chart.
09:38
  • Uniforms, posh jump suits, or civvies?
  • Final words - IDUM, history's lessons, & the future.
10 questions

OK, OK, I'm such a softie! The quiz really isn't that much of a stinker~

Ten questions. You know all the answers already - if you/ve been paying attention - so go for it! I even threw in a "gimme."

Section 6: SECTION 6: "2084"
05:16
  • This section covers the following:
    • The new tech & investigative techniques
    • CUIPDSC effects on Victimless & Political crimes
    • How students can use the Conceptual Framework
    • The results, the future, the Answer, and the wrap-up
18:15
  • Cameras
  • Recollections - the US, Korea, Vietnam, Iran, Europe, & back to the US
10:56
  • HOW WILL TECHNOLOGY AFFECT ID/A?
  • THE 90,000 “UNKNOWN PEOPLE” & NANOBOTS.
  • ‘UNKNOWNS” ICONS.
13:10
  • S/S - Locard & mechanical sniffers.
  • I/I - Google face-readers, & liars beware!
19:53
  • The Conceptual Framework
  • The store burglary thingie - any help
  • CUISC & CUIPDSC
17:49
  • THE ME-KNIFE-DEAD BODY THINGIE – ANY HELP?
  • ANY HELP CHART – MURDER & VIOLENT CRIMES.
  • THE BOSTON MARATHON BOMBERS SCENARIO – ANY HELP?
  • ANY HELP CHART – TERRORISM & POLITICAL CRIMES.
04:44
  • What's a "denouement?"
  • Summary - IDUM
  • Any Help - Perspectives chart
15:23
  • Robocops.
  • Nanobot imprinters.
  • Terrorism - you can do this!
  • Buuuut--
  • About being wrong.
19:56
  • COVERT + CONSTRAINTS = CUISC + INEFFECTIVE TIP.
  • OVERT + COMMUNITY POLICING = CUIPDSC + CRIME REDUCTION.
  • COMMUNITY POLICING Detective chart - Plusses & Minuses.
17:09
  • So?
  • My view - power "is" the people.
  • Well done, & the retirement thingie.

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Instructor Biography

Robert T. Meesig, LtCol, USAF (retired), Ph.D.

I served 26 years as a Special Agent in the Air Force Office of Special Investigations, which is abbreviated as the AFOSI, or just OSI, for short. The AFOSI is the major investigations and counterintelligence agency in the United States Air Force. My overseas assignments included five years in Korea, 27 months in Vietnam, six months in Iran, and 3 ½ years at Ramstein Air Base in Germany. I served in field, command, and staff positions in AFOSI, and I retired from the Air Force in 1989 as a Lieutenant Colonel.

I earned a Bachelor of Arts degree in Psychology from the University of Rochester in NY, in 1963; a Master of Arts degree in Correctional Counseling from Chapman College in CA, in 1977; and a Master of Science degree in Criminal Justice from Michigan State University, in 1994. I received my Ph.D. degree in Criminal Justice from Michigan State University in 2004, and taught policing and investigation courses for six years as an Assistant Professor in the School of Criminal Justice at Grand Valley State University in Michigan.

I am presently retired.

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