Crime Analysis and Investigation

• • Introduction to Crime Analysis and Investigation and Problem Oriented Policing
  • Environmental Criminology
  • Analysing crime problems
  • Responding to crime problems: Situational Crime Prevention (SCP) and Crime Prevention Through Environmental Design (CPTED)
  • Evaluation for crime analysts
  • Crime patterns: Hot spots and hot times
  • Crime patterns: Repeat offending and victimization
  • Practice Dataset 1
  • Practice Dataset 2
  • Practice Dataset 3
  • The future of crime prevention

• Study resources

  • Instructional methods

    • Discussion forum/Discussion Board
    • Online assignment submission
    • Podcasting/Lecture capture

  • Online materials

    • Audio-Video streaming
    • Resources and Links
    • Printable format materials

Others

This is not an introductory subject, it is a Level 3 subject. You should complete other Level 1 or 2 criminology subjects before starting this subject. Students who have completed more than 2 OUA units (GPA 4.0+) and are planning on completing the Bachelor of Criminology and Criminal Justice are strongly encouraged to enrol in the degree. Part of this process will involve registering your study plan with Griffith University, which will help to ensure that you are studying the required units.

Special requirements

No special requirements

This subject is capable of standing as an independent unit of study but ideally follows 2002CCJ/CCJ22 Introduction to Policing. On completion, students will be conversant with the dominant theories explaining the relationship between crime and place, understand the main types of logical reasoning and be able to apply a systematic framework for analysis to crime problems. The second half of the course deals with specific topics, such as victim-, place-, offender-oriented analyses and how these inform tactical decisions and intervention work. While conceptual in parts, the objective of the course is pragmatic. Students do not need high level mathematical ability to do well in this subject, only systematic and clear thinking. I

The second half of the subject deals with specific topics, such as victim-, place-, offender-oriented analyses and how these inform tactical decisions and intervention work. While conceptual in parts, the objective of the subject is pragmatic. Students do not need high level mathematical ability to do well in this subject, only systematic and clear thinking.

• Critique of analysis (30%)
• Invigilated Exam (30%)
• Analysis Exercise (40%)