This lecture presents students, and professionals who are training in crime statistics reporting, with a concrete tutorial in how to critically evaluate government crime statistics with reference to public data collected from public surveys on their recounted experiences of crime.
Benefit of this resource and how to make the best use of it
Particularly of benefit to students and lecturers of criminology, psychology of law, and law, this tutorial uses historical crime statistics from Home Office UK reports from what was previously known as the British Crime Survey. The tutorial demonstrates the inconsistencies in police reported crime and crime reported in the same time period by a representative sample of people from public households in England & Wales. What’s more, the tutorial explores whether public fear of crime can be justified by crime’s extent. The tutorial presents a worked clear example of the ‘Dark Figure of Crime’ phenomenon, and provides detailed coverage of the following:
1. Advantages and disadvantages of police reporting v public reporting of crime,
2. Understanding the explanatory steps to attend to when discrepancies in official policing crime statistics, and official public crime reporting statistics arise,
3. The circumstances that brought about the ‘Simmons Report (2000)’,
4. Explanations for the rise in crime according to societal and psychological factors,
5. The ‘Social Psychological Fear of Crime Model’ of explanation regarding public perception of their likelihood to be victims of crime, regardless of crime statistics reporting,
6. The psychological consequences of victimization and how it relates to lack of crime reporting to the police in the first instance, and finally the presentation closes with an evaluation.
The lecture will be suitable to those working in social research and studying criminology, law, socio-legal studies, forensic psychology, critical psychology, or social statistics.
Creative Commons Attribution (CC BY)
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Cowley-Cunningham, M. (2023). The application of statistical psychology to crime and justice: demonstrating the ‘dark figure’ of crime with historical example in the uk. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/the-application-of-statistical-psychology-to-crime-and-justice-demonstrating-the-dark-figure-of-crime-with-historical-example-in-the-uk/ License: Creative Commons Attribution (CC BY).
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Two modules are available on this page one for educators and one for mentors to learn how to engage in mentoring sessions with students. The page also has access to the Community Mentoring Handbook (for mentors), Mentee Toolkit (for second-level students taking part in sessions) and the Adult Ed Handbook(for adult learners taking part in sessions).
This document provides a summary of the book “MÉTODO DE LOS RELOJES. GRAMÁTICA DESCRIPTIVA DEL ESPAÑOL” authored by Manuel Perez Saiz, which serves as the foundation for the UCC Spanish grammar course.
This Toolkit was created by students at University College Dublin, for students, to break down sustainability in a way that’s simple and easy to understand. Climate change is something that affects all of us—no matter what you’re studying, where you’re from, or what you do. It’s here, and it’s impacting our world—but many of us aren’t sure what we can do about it.
The purpose of this toolkit is a starting point for what students need to learn about living more sustainably on and off campus. We hope it’ll inspire students to take small steps that make a big impact, and they can do it all at their own pace. You can access the Moodle page to view the Toolkit. There are also Zip files of the SCORM packages used to create the Toolkit (Part 1 and Part 2) that can be downloaded and imported into a Virtual Learning Environment.
• Part 1: Climate Change → Watch short Youtube videos followed by a little quiz to brush up on your sustainability knowledge.
• Part 2: What Can You Do? → Find tips and tricks to incorporate sustainability into your day-to-day life, this is a resource tool to help you get started!
This open course is designed to facilitate the development of your Artificial Intelligence (AI) literacy so that you can explore and innovate using Generative AI (GenAI) within your teaching, learning, and assessment practices.
In light of the potential opportunities and challenges of these technologies, this course will facilitate you in exploring the fundamentals of GenAI and AI Literacy, whilst focusing on an ethical practice. You will consider innovative ways in which you can respond to the challenges arising from the impact of these technologies in Higher Education.
Completion of this course will support you in developing a GenAI teaching strategy to apply to your own practice.
