MARC details
| 000 -LEADER |
|---|
| fixed length control field |
14261 a2200169 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
200506b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781138668249 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
364 |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Marcus Felson, Mary A. Eckert |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Introductory Criminology: |
| Remainder of title |
The Study of Risky Situations |
| Statement of responsibility, etc |
Marcus Felson, Mary A. Eckert |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Name of publisher, distributor, etc |
Routledge, |
| Date of publication, distribution, etc |
2017. |
| Place of publication, distribution, etc |
New York: |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
450 Pages, ; |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Introductory Criminology: The Study of Risky Situations takes a unique and intuitive approach to teaching and learning criminology. Avoiding the fragmentation of ideas commonly found in criminology textbooks, Marcus Felson and Mary A. Eckert develop a more practical, readable structure that engages the reader and enhances their understanding of the material. Their descriptive categories, simultaneously broad and realistic, serve better than the usual philosophical categories, such as "positivism" and "classicalism," to stimulate students’ interest and critical thinking. Short chapters, each broken into 5–7 sections, describe situations in which crime is most likely to happen, and explain why they are risky and what society can and can’t do about crime. They create a framework to organize ideas and facts, and then link these categories to the leading theories developed by criminologists over the last 100 years. With this narrative to guide them, students remember the material beyond the final exam.<br/><br/>This fresh new text was created by two professors to address the main points they encounter in teaching their own criminology courses. Problems solved include: reluctant readers, aversion to abstract thinking, fear of theory, and boredom with laundry lists of disconnected ideas. Felson, a leader in criminology theory with a global reputation for innovative thinking, and Eckert, an experienced criminal justice researcher, are uniquely qualified to reframe criminology in a unified arc. By design, they offer abstractions that are useful and not overbearing; their prose is readable, and their concepts are easy to comprehend and remember. This new textbook challenges instructors to re-engage with theory and present the essence of criminological thought for adult learners, coaching students to grasp the concept before any label is attached and allowing them to emerge with deeper understanding of what each theory means and offers. Lean, with no filler or fluff like stock photos, Introductory Criminology includes the authors’ graphics to crystallize and expand concepts from the text. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
Table of Contents<br/><br/>INTRODUCTORY CRIMINOLOGY<br/><br/>The Study of Risky Situations<br/><br/>DETAILED CONTENTS<br/><br/>Dedication<br/><br/>Table of Contents<br/><br/>Detailed Contents<br/><br/>List of Figures, Tables, and Boxes<br/><br/>Our Teaching Framework<br/><br/>Acknowledgments<br/><br/>Getting Started<br/><br/>Criminality, crime and criminology<br/><br/>Why we have theory<br/><br/>Zeroing in on risky situations<br/><br/>Mixing the good and the bad<br/><br/>"Deviance" and risky situations<br/><br/>Risky public places<br/><br/>Moving forward<br/><br/>Key Terms and Names<br/><br/>Endnotes<br/><br/>Part 1. The Crime Challenge<br/><br/>Questions Addressed in Part 1<br/><br/>Endnotes<br/><br/>Unit 1.1 The Need to Control Disputes<br/><br/>Dispute escalation<br/><br/>Strangers, streets and disputes<br/><br/>Rudeness and crime on the job<br/><br/>Rudeness and neighborhood crime<br/><br/>Key Terms and Names in Unit 1.1<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 1.2 Containing Sexual Temptations<br/><br/>Sexual taboos<br/><br/>Conflict between rules and realities<br/><br/>Sexual license and tolerance<br/><br/>Sexual harassment<br/><br/>Key Terms and Names in Unit 1.2<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 1.3 Protecting Property<br/><br/>Informal processes to resolve property issues<br/><br/>Contracts and conflicts<br/><br/>Registrations and licenses assign criminal responsibility<br/><br/>Insurance takes some pressure off of the police<br/><br/>The shadow of the law<br/><br/>Key Terms and Names in Unit 1.3<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 1.4 Safeguarding Children<br/><br/>Mistreatment by other youths<br/><br/>Abuse by adults<br/><br/>Youths mistreating the rest of society<br/><br/>Adolescent substance abuse<br/><br/>Truancy<br/><br/>Other status offenses<br/><br/>The 80-20 rule<br/><br/>Key Terms and Names in Unit 1.4<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Perspective on Part 1<br/><br/>Main Points of Part 1<br/><br/>Endnotes<br/><br/>Part 2. Four Types of Crime Control<br/><br/>Key Terms and Names in Introducing Part 2<br/><br/>Questions Addressed in Part 2<br/><br/>Endnotes<br/><br/>Unit 2.1 Personal Controls<br/><br/>Before Birth<br/><br/>Genetic factors<br/><br/>Psychopaths<br/><br/>Early Childhood<br/><br/>Moral teachings<br/><br/>Resisting temptations<br/><br/>The marshmallow experiment<br/><br/>A general theory of self-control<br/><br/>Pleasure now, harm later<br/><br/>Self-control is work<br/><br/>Variability in self-control<br/><br/>Key Terms and Names in Unit 2.1<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 2.2 Social Controls<br/><br/>Temptations vs. bonding<br/><br/>Teenagers in Japan vs. the Unites States<br/><br/>American parents also try to guide teenage situations<br/><br/>Routine activities<br/><br/>The crime triangle<br/><br/>Key Terms and Names in Unit 2.2<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 2.3 Situational Controls<br/><br/>Some interesting examples<br/><br/>Drinking on campus<br/><br/>The situational crime prevention strategy<br/><br/>The displacement hypothesis<br/><br/>Key Terms and Names in Unit 2.3<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 2.4 Formal Controls<br/><br/>Multiple steps<br/><br/>System complexities in the United States<br/><br/>Summarizing principles of formal criminal justice<br/><br/>What the public expects<br/><br/>De minimis<br/><br/>Procedural justice<br/><br/>Key terms and Names in Unit 2.4<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Perspective on Part 2<br/><br/>Mains Points of Part 2<br/><br/>Part 3. Realistic Justice<br/><br/>Key Terms and Names in Introducing Part 3<br/><br/>Questions Addressed in Part 3<br/><br/>Endnotes<br/><br/>Unit 3.1 Assigning Responsibility<br/><br/>Sorting out accidental harm<br/><br/>A criminal state of mind<br/><br/>Juvenile justice tries another approach<br/><br/>Key Terms and Names in Unit 3.1<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 3.2 Realistic Policing<br/><br/>Authority and control<br/><br/>Police use of force<br/><br/>Ordinary police work<br/><br/>The decision to arrest<br/><br/>Reactions to police-citizen encounters<br/><br/>Procedural justice and the police<br/><br/>Service vs. crime reduction<br/><br/>Directed patrol and hot-spot policing<br/><br/>Do police reduce crime, or merely displace it?<br/><br/>Problem-oriented policing<br/><br/>Efforts to avoid arresting people<br/><br/>Key Terms and Names in Unit 3.2<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 3.3 Realistic Court Activity<br/><br/>Delay in court<br/><br/>Plea bargaining<br/><br/>Helpful organizations<br/><br/>Marrying organization with the justice system<br/><br/>Wrongful convictions<br/><br/>Key Terms and Names in Unit 3.3<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 3.4 Realistic Sanctions<br/><br/>Theory of punishment<br/><br/>Reality of punishment<br/><br/>Targeted deterrence<br/><br/>The overly-rational offender<br/><br/>Moral panics and the swinging pendulum<br/><br/>Key Terms and Names in Unit 3.4<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 3.5 Efforts and Realities<br/><br/>Jails and prisons in America<br/><br/>Staying in the community<br/><br/>Something short of prison<br/><br/>Too much of a good thing?<br/><br/>Evaluating program effectiveness<br/><br/>Reasonable expectations<br/><br/>Different focus in the community<br/><br/>Key Terms and Names Unit 3.5<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 3.6 Practical Crime Data<br/><br/>Police and justice system data<br/><br/>Victim surveys<br/><br/>Self-report surveys<br/><br/>Medical data<br/><br/>Business data<br/><br/>Future crime data: cybercrime, fraud and credit-card abuse<br/><br/>Key Terms and Names Unit 3.6<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Perspective on Part 3<br/><br/>Key Terms and Names in Perspective<br/><br/>Main Points of Part 3<br/><br/>Endnotes<br/><br/>Part 4. Risky Ages<br/><br/>Introducing the age-crime curve<br/><br/>Key Terms and Names in Introducing Part 4<br/><br/>Questions Addressed in Part 4<br/><br/>Endnotes<br/><br/>Unit 4.1 The Teenage Brain<br/><br/>Uneven brain development<br/><br/>Sociability, coolness and sex<br/><br/>Known risks vs. unknown risks<br/><br/>Key Terms and Names in Unit 4.1<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 4.2 Teenage Volatility<br/><br/>Four convenient categories<br/><br/>The zigzags of adolescence<br/><br/>The smooth age-crime curve is just a summary<br/><br/>Key Terms and Names in Unit 4.2<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 4.3 Peer Influences<br/><br/>Cumulative peer effects<br/><br/>Research disappointments<br/><br/>Context-specific socialization and behavior<br/><br/>Key Terms and Names in Unit 4.3<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 4.4 Situational Inducements<br/><br/>Situational inducement theory<br/><br/>Techniques of neutralization<br/><br/>Aggressive peer pressure<br/><br/>Overcoming moral inhibitions<br/><br/>Diversity of substance abuse behaviors<br/><br/>Linking social learning to situational inducements<br/><br/>Key Terms and Names in Unit 4.4<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 4.5 Time with Peers<br/><br/>Teenage time-use changes from the early 1900s to the 1980s<br/><br/>Further teenage evasion of parental controls<br/><br/>Calculating time at risk<br/><br/>Delinquency and "hanging out"<br/><br/>School effects on the timing of delinquency<br/><br/>From "ordinary" delinquency to something worse<br/><br/>Key Terms and Names in Unit 4.5<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Perspective on Part 4<br/><br/>Main Points of Part 4<br/><br/>Part 5. Overt Crime Areas<br/><br/>Key Terms and Names in Introducing Part 5<br/><br/>Questions Addressed in Part 5<br/><br/>Unit 5.1 Tough Neighborhoods<br/><br/>Disorganized places<br/><br/>Open-air drug markets<br/><br/>Outdoor drug sales produce more violence<br/><br/>Outdoor drug sales produce more arrests<br/><br/>Fear and public disorder<br/><br/>The effect of abandoned buildings<br/><br/>Chronic street nuisances<br/><br/>Key Terms and Names in Unit 5.1<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 5.2 Cohesion Vs. Intimidation<br/><br/>Trying to strengthen neighborhoods<br/><br/>Intimidation<br/><br/>Selective trust<br/><br/>Inability to watch the street<br/><br/>Urban villages<br/><br/>Key Terms and Names in Unit 5.2<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 5.3 Exclusion<br/><br/>Exclusion and the housing market<br/><br/>Exclusionary zoning<br/><br/>Gates and roadblocks<br/><br/>Excluding transients and homeless people<br/><br/>Nimbyism<br/><br/>Ethnic heterogeneity impairing neighborhood action<br/><br/>Key Terms and Names in Unit 5.3<br/><br/>Discussion Questions<br/><br/>Bibliography for Box 5a<br/><br/>Endnotes<br/><br/> <br/><br/>Unit 5.4 Concentration<br/><br/>The Danish experiment<br/><br/>The Yonkers experiment<br/><br/>Public housing de-concentration<br/><br/>A negative experiment<br/><br/>Transience and crime<br/><br/>Concentrated disadvantage in perspective<br/><br/>The elevated age-violence curve<br/><br/>A few violent youths can ruin a neighborhood<br/><br/>Key Terms and Names in Unit 5.4<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 5.5 Accommodation<br/><br/>Accommodating a tough neighborhood<br/><br/>Coping with crime (avoid)<br/><br/>The coded of the street (avert)<br/><br/>Sidling up to dangerous youths (adapt)<br/><br/>Helping offenders do crimes (assist)<br/><br/>Accommodating larger society<br/><br/>Aversive interpersonal experiences<br/><br/>Key Terms and Names in Unit 5.5<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 5.6 The Pathway to Decay<br/><br/>The importance of disorder<br/><br/>The neighborhood ability to heal<br/><br/>Simple illustrations of infectious disorder<br/><br/>Disorder contributes to serious crime<br/><br/>Forces behind disorder and decline<br/><br/>Deterioration<br/><br/>The withdrawal process<br/><br/>Policing disorder<br/><br/>Key Terms and Names in Unit 5.6<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 5.7 Mapping Crime<br/><br/>Crime maps from the Great Depression<br/><br/>Crime maps from mainframe computers<br/><br/>Maps get closer and closer to crime<br/><br/>A whole new image of "high crime zones"<br/><br/>Key Terms and Names in Unit 5.7<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Perspective on Part 5<br/><br/>Main Points of Part 5<br/><br/>Key Terms and Names in Perspective to Part 5<br/><br/>Part 6. Risky Settings for Women<br/><br/>A female view of crime<br/><br/>Negative experiences for women<br/><br/>Practical policy analysis<br/><br/>The social-psychological viewpoint<br/><br/>Looking beyond the justice system<br/><br/>Key Terms in Introducing Part 6<br/><br/>Questions Addressed in Part 6<br/><br/>Endnotes<br/><br/>Unit 6.1 The Policy Challenge<br/><br/>The structure of fear<br/><br/>The shadow of rape<br/><br/>Too close for comfort<br/><br/>Five feminist policy options<br/><br/>Feminist media advocacy<br/><br/>Educating potential offenders<br/><br/>Protecting women by enhancing enforcement<br/><br/>Women’s risks are quite concentrated<br/><br/>Safer design for women<br/><br/>Women pioneers in safe design<br/><br/>Key Terms and Names in Unit 6.1<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 6.2 Risky Streets<br/><br/>The scope of street harassment<br/><br/>Exposure to street harassment<br/><br/>Population density and proximity<br/><br/>Women and the safe cities movement<br/><br/>Safer designs for women<br/><br/>Making walking routes safer for women<br/><br/>Making public transit safer for women<br/><br/>Forcible rape and environmental design<br/><br/>Key Terms and Names in Unit 6.2<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 6.3 Risky Homes<br/><br/>Security isn’t obvious<br/><br/>Busier and calmer streets<br/><br/>Neighboring houses<br/><br/>How open is good?<br/><br/>Street drinking<br/><br/>Key Terms and Names in Unit 6.3<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 6.4 Risky Nights<br/><br/>Feminism and the temperance movement<br/><br/>Female drinking patterns today<br/><br/>Mapping sexual danger at night<br/><br/>The journey home at night<br/><br/>Concentration of bar-related aggression<br/><br/>How bars can make things worse for women<br/><br/>Enforcement of existing liquor laws can make it better<br/><br/>The "last drink survey"<br/><br/>Potentially aggressive pedestrian flows<br/><br/>Switzerland’s grand experiment<br/><br/>Alcohol prices and taxes can make it better<br/><br/>Variety of alcohol restrictions<br/><br/>Key Terms and Names in Unit 6.4<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Perspective on Part 6<br/><br/>Main Points of Part 6<br/><br/>Endnotes<br/><br/>Part 7. Crime Enhancers<br/><br/>Questions Addressed in Part 7<br/><br/>Unit 7.1 Crime in groups<br/><br/>Co-offending and criminal assistance<br/><br/>The co-offending age curve<br/><br/>Expansive criminal co-operation<br/><br/>Juvenile street gangs, rightly understood<br/><br/>The progression towards organized crime<br/><br/>Hierarchically-organized crime<br/><br/>Key Terms and Names in Unit 7.1<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Unit 7.2 Crime via cyberspace<br/><br/>The blurred boundaries between people, data and things<br/><br/>The transformation of pornography<br/><br/>Cyberstalking<br/><br/>Cyberbullying<br/><br/>Cyberattacks on business<br/><br/>The reach of cybercrime<br/><br/>The transformation of white-collar crime<br/><br/>Key Terms and Names in Unit 7.2<br/><br/>Discussion Questions<br/><br/>Endnotes<br/><br/>Perspective on Part 7<br/><br/>Main Points in Part 7<br/><br/>Wrap<br/><br/>ping Up<br/><br/>Index<br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Criminology. Criminal justice, Administration of. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Item type |
Books |
