Unit 2 – Crime Prevention | My Assignment Tutor

CSMP® Level 6 Accredited DiplomaUnit 2 – Crime Prevention For Candidate Use Before submitting, please ensure you save this file in the format 12345AjohnsmithU2draft or 12345AjohnsmithU2draft and also insert this information into the email subject line. Candidate Name[please insert]For Assessor UseCandidate Number[please insert]First Assessor Name[        ] CSMP®Submission Date[please insert]Internal Verifier NameAndrea Dobson CSMP® F.ISMI® Sep21 Candidate Declaration In submitting this work for assessment, I hereby declare:   I have read the Unit text in full.This is my own, individual work.I have not copied the work of other student(s) or engaged another person to write the answers for me.I have not sought assistance from any party other than the ISMI® nominated coach for this unit.Where I have used additional sources (Internet, reference books etc) I have referenced these and not presented them as my original thought.I have not worked together with other student(s) to produce shared answers in whole or in part.I have not shared my answers, verbally or otherwise, in whole, part or draft, with any other student.   I have read the Academic Discipline Policy and the Course Terms and Conditions and I understand that the standard penalty for students who violate the rules on academic misconduct is disqualification. For Official Use Assessor[Assessor name] CSMP®DatesHas the candidate met all of the assessment criteria?Exceeded/Met/Referred/Fail Note: Fail grades awarded to incomplete submissions.Late submissions eligible for met/fail grades only. Overall assessment comment. Assessor Aide Memoire 2.1a Milo – Crime Mot. 2.1b Cargo – Crime Mot. 2.1c Pr, Sec, Tert 2.2a KPMG 2.2b Nudge Theory 2.2c SCP & Surveillance 2.3a CPTEDList any task numbers that have not met the assessment criteria.  Summary of required remedial action(s) and resubmission deadline.    Remedial actions log.  Final assessment comment (if referral).  Internal VerifierAndrea Dobson CSMP® F.ISMI® Overall assessment comment.  External Verifier[EV name] Observations.   Sep 17 Unit Outcome 2.1 Be able to use crime motivation theories to develop crime prevention approaches.Assessment Criteria2.1aCritically evaluate crime motivation theories to identify shortcomings.2.1bResearch and develop new causations of crime.2.1cTransfer crime motivation theories to the practical workplace context. For Candidate Use The following task is designed to meet one assessment criterion, 2.1a. Task 2.1a  In Preparation Study in detail the crime motivation theories on pages 11-19 of the Unit Textbook.   Browse through the contents of the Online Library Background Briefing Notes and Background Documents and locate and review any content related to the theories identified in the Unit Textbook pages listed above. Your Task First, analyse the case study and determine which crime motivations are applicable to the Milo Reservation case (right) and explain the rationale for your determinations. You should select and apply four, explaining how each is relevant to the case. Second, select any two additional crime motivation theories and critically analyse their shortcomings in explaining the motivation for the deviant behaviour in the case study. Important:  For your answer to be considered complete, you must consider in both parts of this task the crime motivational theories relating to both the local community and the international gangs who benefit most from this trade. A comprehensive answer will comprise at least 500 words.    Case Study The Milo Reservation is a 2000 square kilometre game reserve in sub-Saharan Africa.  It is home to the many varieties of southern African mammals, including both the endangered white and black rhinoceros.  Every year, tens of thousands of tourists visit from all over the world seeking to spot the famous “Big Five” – lion, leopard, buffalo, rhinoceros and elephant. Rhino horns have an extraordinary value on the black market.  Many commentators liken horns to being as valuable, gram for gram as gold or even cocaine.  As such, Rhino numbers are declining due to poaching and the Milo Reservation has fallen victim to rhino poaching on a number of occasions.  The situation is so bad that the reproductive rate of rhinos can’t keep pace with the level of poaching, and even in protected game reserves such as Milo, rhinos could face extinction. Poachers use various means to get into the reservation and there are suspicions of collusion and bribes being paid.  Such is the value of rhino horns that it is conceivable that there are a number of weak links also in the local community, which, for the most part survive on subsistence wages and benefit little, if at all, from the presence of the reservation (in fact, many local inhabitants were relocated from their ancestral villages when the reservation was created some 40 years ago).  Moreover, out of every 1,000 locals who apply to become game rangers, fewer than 20 ultimately make it through the selection process.   The International criminal gangs behind the trade in rhino horns are adept at exploiting any weak links or discontent in local communities. Perimeter fences are easily penetrated, vehicles can remain inside the Reservation after closing each day and there are no weapons searches.  Such is the funding and technology available to the poachers that they have even been known to use helicopters.   The rhinos are very easy to approach and both live ammunition and tranquilisers are used to take them down. First Part (Four theories that support the case study) Your Analysis Below (Theory title and page reference in left column and analysis to case study in right)   (Note: practice how to develop theory into analysis and application; see https://www.ismi.org.uk/resources/learning-zone/developing-strong-answers.aspx   )                 Second Part (Two theories that have shortcomings in relation to the case study) Your Analysis Below (Theory title and page reference in left column and analysis to case study in right)   (Note: The reasons for the shortcomings should be analysed in this column.)             For Official Use Task 2.1a Assessor CommentsGradeExceeded/Met/Referred/Fail (highlight as appropriate)Comments Remedial actions by candidate (if required) Comments after remedial actions  Unit Outcome 2.1 Be able to use crime motivation theories to develop crime prevention approaches.Assessment Criteria2.1aCritically evaluate crime motivation theories to identify shortcomings.2.1bResearch and develop new causations of crime.2.1cTransfer crime motivation theories to the practical workplace context. For Candidate Use The following task is designed to meet one assessment criterion, 2.1b. Task 2.1b  In Preparation Study in detail the crime motivation theories on pages 11-19 of the Unit Textbook plus pages 20-21.   Study in detail the document entitled Cargo Crime Russia, written by ISMI® associate Ilya Smolentsev CPP, which can be found in the Background Documents area of the U2 Online Library folder.   Your Task   First, produce a five-point model to characterise the criminal motivation (drivers of crime) of the organised criminal groups involved.  These should be elements (drivers of crime) and not five separate theory headings.   Second, produce a complementary five-point model to characterise the criminal motivation (drivers of crime) of the insiders who facilitate organised criminal groups (OCG) crimes.   In constructing your two models, you should include and adapt as components some of the suggestions on pages 20-21 of the Unit Textbook “Breaking out of Restrictive Theoretical Models”.   Where relevant, page reference in each box.   You may also include original motivation elements of your own, or taken from the Cargo Crime Russia report, as long as:   They are not individual components of the main crime motivation theories covered on pages 11-19 of the Textbook.  For example, an element such as “absence of capable guardian” can’t be considered as original to you as it is already a component of the Routine Activity Theory.They are referenced to source (e.g. “Smolentsev” or “own”).   You may also duplicate up to two of the five required components across the two models.   Hint: Students aiming for higher grading of their answers will need to support their points with supporting analysis.    For the purpose of this task please disregard Ilya’s undisguised marketing message at the end of this article!          Organised Criminal Groups – Motivations/Crime Drivers         Note: If your version of MS Word doesn’t support the Smartart formatting in the diagram templates provided below, please recreate your diagrams in a format similar to the image (left).  Alternatively, you may instead wish to insert a table into the answer box.       Insiders Associated with the OCG – Motivations/Drivers               Task 2.1b Assessor CommentsGradeExceeded/Met/Referred/Fail (highlight as appropriate)Comments Remedial actions by candidate (if required) Comments after remedial actions  Unit Outcome 2.1 Be able to use crime motivation theories to develop crime prevention approaches.Assessment Criteria2.1aCritically evaluate crime motivation theories to identify shortcomings.2.1bResearch and develop new causations of crime.2.1cTransfer crime motivation theories to the practical workplace context. For Candidate Use The following task is designed to meet one assessment criterion, 2.1c. Task 2.1cIn Preparation Study in detail the pages of the Unit Textbook that address primary, secondary and tertiary crime prevention.   Your Task First, paraphrase (not copy and paste from the Unit Textbook) what is meant by primary, secondary and tertiary crime prevention. Second, explain how you apply each in your own workplace setting. Third, analyse your answer to the second part, identifying how you could apply or develop further the three approaches to the benefit of your workplace. Note: Your analysis should take into consideration crime perpetrated by both internal and external adversaries.      Introduction For the benefit of the assessor provide a very brief overview of your organisation so the context of your analysis below can be understood.         First Part: A Summary of Primary, Secondary and Tertiary Crime Prevention Primary Crime Prevention   Secondary Crime Prevention   Tertiary Crime Prevention       Second Part: Current Application to Workplace Setting Primary Crime Prevention   Secondary Crime Prevention   Tertiary Crime Prevention         Third Part: Analysisand Potential Further Development to Workplace Setting Primary Crime Prevention   Secondary Crime Prevention   Tertiary Crime Prevention     If you are unsure about application and analysis refer to https://www.ismi.org.uk/resources/learning-zone/developing-strong-answers.aspx       Task 2.1c Assessor CommentsGradeExceeded/Met/Referred/Fail (highlight as appropriate)Comments Remedial actions by candidate (if required) Comments after remedial actions  Unit Outcome 2.2 Be able to apply primary, secondary and tertiary crime prevention to the workplace.Assessment Criteria2.2aDevelop current crime prevention theories into practical application.2.2b        Construct business crime prevention strategies. 2.2cCreate surveillance programmes. For Candidate Use The following task is designed to meet one assessment criterion, 2.2a. Task 2.2a  In Preparation Read through the KPMG 2013 Integrity Survey Report which you can download from http://tinyurl.com/Integrity-Survey-2013   Your Task   First, select 7 examples of internal crime/unethical conduct/misconduct to analyse and present each in the left-hand column.   Second, identify a best-fit crime motivation theory (or theories) from pages 11-19 of the Unit Textbook that could be a likely influencing factor in the crime/unethical conduct/misconduct.  Then, using the middle column, analyse it in relation to your chosen extract from the KPMG report.   Third, identify a crime prevention approach (consider primary, secondary, tertiary, CPTED, Situational Crime Prevention etc.) which you feel could be applied to manage your identified crime/unethical conduct/misconduct example.   A first example is provided for you. You may use this.      Applicable content from the KPMG Report (page number) Underlying Crime Motivation Theory from the Unit Textbook (page number) Recommended Crime Prevention Application/Theory from the Unit Textbook (page number) 60% of respondents believed their organisation’s code of conduct was not taken seriously (KPMG, p12) It is likely that the Differential Association Theory (U2, p17) plays a role here.  If employees see amongst those around them a general apathy towards the code of conduct, they will be less inclined to adhere to it themselves.  Two approaches come to mind.  First, there needs to be better application of secondary crime prevention, especially employee socialisation in order to instil in employees strong ethical values and loyalty (U2, p24).  Also application is Situational Crime Prevention, namely strategies 21-25 under the column heading “remove excuses” (U2, p31).                                                    (be sure to remember in the right-hand column to evidence an understanding and application of primary, secondary and tertiary crime prevention.   If you can fold in Situational Crime Prevention application all the better).            For Official Use Task 2.2a Assessor CommentsGradeExceeded/Met/Referred/Fail (highlight as appropriate)Comments Remedial actions by candidate (if required) Comments after remedial actions  Unit Outcome 2.2 Be able to apply primary, secondary and tertiary crime prevention to the workplace.Assessment Criteria2.2aDevelop current crime prevention theories into practical application.2.2b        Construct business crime prevention strategies. 2.2cCreate surveillance programmes. For Candidate Use The following task is designed to meet one assessment criterion, 2.2b. Task 2.2b  In Preparation   Study Background Briefing Note 2.12 relating to Nudge Theory, which can be found in the background Briefing Notes of the Unit 2 Online Library folder. Then study the Harvard Short Guide 9-22 Nudging, which can be found in the Background Documents area of the Unit 2 Online Library folder.   Your Task First, select and describe a persistent crime or misconduct problem in your workplace, or in a workplace with which you are familiar.  This may be an external- or insider-perpetrated crime.   Second, take any one of the “Ten Important Nudges” beginning on page 3 of the Harvard Short Guide and explain how it may be applied to alleviate the crime problem you have identified in the first past of the task response.   Third, select any of the traditional crime prevention approaches previously studied and analyse how the “nudge” you have selected in the second part of the task response (above) can be used to augment, or even replace, the selected crime prevention approach.        First Part: Describe a persistent crime or misconduct problem in the workplace           Second Part: Apply one of the Harvard “Ten Important Nudges” to alleviate the crime problem described above (Target word count 300-500 words)         Third Part: Analysis of a traditional crime prevention approach in relation to the Nudge approach described above (Target word count 500+ words – here try also to weave in and reference relevant content from Background Briefing Note 2.12)         Do refer to and practice https://www.ismi.org.uk/resources/learning-zone/developing-strong-answers.aspx  This will help you meet the assessment criterion. For Official Use Task 2.2b Assessor CommentsGradeExceeded/Met/Referred/Fail (highlight as appropriate)Comments Remedial actions by candidate (if required) Comments after remedial actions  Unit Outcome 2.2 Be able to apply primary, secondary and tertiary crime prevention to the workplace.Assessment Criteria2.2aDevelop current crime prevention theories into practical application.2.2b        Construct business crime prevention strategies. 2.2cCreate surveillance programmes. For Candidate Use The following task is designed to meet one assessment criterion, 2.2c. Task 2.2c  In Preparation   Study pp 30/31 of the Unit Textbook in relation to Situational Crime Prevention (SCP).   Then, locate and study any additional background reading relating to SCP in the Background Documents area of the U2 Online Library folder.   Your Task   First, identify with supporting analysis (justification) which of the SCP approaches can be considered a form of surveillance (either technical/CCTV or human).  Human surveillance might be direct supervision or “by chance”, such as casual observations of other employees.   Second, take any one of the SCP/surveillance approaches you have identified and explain how it can be applied/deployed to address a specific crime problem (external- or insider-perpetrated) in your workplace or a workplace with which you are familiar.    Target 500 word, applying closely the construction guidance at:   https://www.ismi.org.uk/resources/learning-zone/developing-strong-answers.aspx   https://www.ismi.org.uk/resources/learning-zone/writing-a-standard-paragraph.aspx   https://www.ismi.org.uk/resources/learning-zone/presenting-tidy-answers.aspx      For Official Use Task 2.2c Assessor CommentsGradeExceeded/Met/Referred/Fail (highlight as appropriate)Comments Remedial actions by candidate (if required) Comments after remedial actions  Unit Outcome 2.3 Be able to apply crime prevention through environmental design (CPTED).Assessment Criteria2.3aReconstruct CPTED principles for a range of business circumstances. For Candidate Use The following task is designed to meet one assessment criterion, 2.3a. Task 2.3a  In Preparation   Study the relevant pages of the Unit Textbook relating to Crime Prevention through Environmental Design (CPTED).  Then study any additional related material in the Online Library.   Your Task   CPTED provides an environmental design approach to crime prevention.  Taking an environment with which you are familiar (your company premises, a public place, a school etc), produce a study of how CPTED can be employed to bring crime prevention benefits to that setting.   The study must be analytical, presenting the pros and cons of your chosen case study in relation to CPTED.  You will evidence understanding and proficiency by making recommendations for improvement.   Guidance:   The setting may be large (e.g. a site) or small (eg. a gatehouse).You will need to reference your recommendations back to page numbers in the Unit, and be sure to apply all of the five core elements.To evidence understanding, you are encouraged to support your answers with drawings, diagrams or images.   Caution:  Don’t simply trawl the Internet for an image and use that.  Your answer must be based on a real setting.      [Your answer here – be sure to cite the relevant pages of the Unit in your answer.  Refer to the Indicative Content for layout suggestions and refer to the Common Mistakes to avoid pitfalls that could prevent you achieving a pass in this answer.]   Please ensure that your images don’t take the workbook beyond the 5MB submission limit.   There is advice on how to reduce the sizes of images and overall file size at http://www.ismi.org.uk/resources/learning-zone/hints-on-how-to-reduce-the-file-size-of-a-workbook.aspx  Please adhere to this to ensure your work can be accepted for assessment. Use the Windows Snipping Tool to reduce the size of images.Don’t plagiarise images from the Internet.                      Now please go back and ensure: That you have filled in your personal information on Page 1That your saved filename meets in full the requirements and sequence of elements.That in all other respects the paper meet the requirements at https://www.ismi.org.uk/resources/learning-zone/assignment-submission-final-checklist.aspx  For Official Use Task 2.3a Assessor CommentsGradeExceeded/Met/Referred/Fail (highlight as appropriate)Comments Remedial actions by candidate (if required) Comments after remedial actions 

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