DB 3 Week 4 Paul AlexanderConceptual and Operational Definitions
- 1. DB 3 Week 4 Paul Alexander Conceptual and Operational Definitions of Gang-Related Crime Before discussing the specifics of conceptual and operational definitions of gang-related crime, it will be important to understand conceptual and operational definitions. According to Maxfield, M. G., & Babbie E. R. (2018), a research-based conceptual definition is a way to define a specific term so there will not be any confusion when the information is read. The conceptual definition leads to an operational definition. The operational definition outlines how the subject matter or issue will be measured. For the journalist in a news article, the conceptual and operational definitions have one goal. Allow the reader to understand the concept of what they are writing about in their article. Anytime a journalist or a researcher is going to investigate a subject matter, it is essential to understand how to define the subject or issue. In this case, it is vital to have a conceptual or operational definition of what constitutes a gang. Esbesen et al. (2001) note that problems exist in defining what exactly comprises a gang. Researchers disagree on both conceptual and operational definitions of gangs, creating problems in formulating policies on how to deal with them. How gangs are defined lays the foundation for how the research will be conducted. For example, if the research definition is too narrow, it may eliminate gang crime from the research skewing the results. If the research definition is too broad, it may include crime that is not gang-related, skewing the results. It is critical to creating conceptual and operational definitions in order to capture the necessary data accurately. There can also be a difference between what constitutes a gang legally and journalistically or in research. For example, the Code of Virginia (2021), criminal code §18.2-46.1 defines a gang as; “Criminal street gang” means any ongoing organization,
- 2. association, or group of three or more persons, whether formal or informal, (i) which has as one of its primary objectives or activities the commission of one or more criminal activities; (ii) which has an identifiable name or identifying sign or symbol; and (iii) whose members individually or collectively have engaged in the commission of, attempt to commit, conspiracy to commit, or solicitation of two or more predicate criminal acts, at least one of which is an act of violence, provided such acts were not part of a common act or transaction. This definition might be suitable in a courtroom but may not work when conducting research. News Article Defining Gangs Journalists many times will use the most convenient way to define a gang. For example, a New York Times article defines a gang using the California penal code to define a gang. (Alarcón 2015) notes that the State Legislature responded with the Street Terrorism Enforcement and Protection Act (STEP Act), Statute 186.22 of the penal code, which, for the first time, legally defined “gang” in the state of California: a formal or informal group of three or more, sharing a common identifying name, symbol or sign, and whose primary activity is a crime. It is the job of a journalist and the news agency they work for to make it as easy as possible for their customers to understand the issue at hand. In the above example, the author in his article explains to readers how the State of California defines what a gang is. As mentioned earlier, this type of definition may be inadequate for the researcher. Researchers Defining Gangs In some cases, researchers, particularly in the social sciences, will develop their own definition from scratch to help set the research parameters. In other cases, researchers will use available or existing definitions for their research. Hollis (2018) noted that the research’s definition came from the Fort Worth, TX Police Department. The definition reads; any criminal act, including but not limited to those involving
- 3. gang members or gang associates, committed for the benefit of furtherance of any criminal gang. Gang-involved crime is defined as a crime committed by a gang member that is not for the furtherance of the gang. This example illustrates that researchers need to be cautious when creating or using conceptual or operational definitions because they can impact the study's results. Biblical Perspective Whether someone is developing definitions for a new article or research requires planning and thought to ensure a clear understanding. The Bible provides many examples of the importance of planning. Proverbs 21:5, New International Version (1973/2011) says, “the plans of the diligent lead to profit as surely as haste leads to poverty.” Planning to write a news article or a research paper requires careful planning to include the development of conceptual and operational definitions. References Alarcón, D. (2015, May 27). How do you Define a Gang Member? New York Times. https://www.nytimes.com/2015/05/31/ma gazine/how-do-you- define-a-gang-member.html Code of Virginia (2021, April 13). 18.2-46.1 Definitions: Criminal Street Gangs. https://law.lis.virginia.gov/vacode/title18.2/chapter4/section18. 2- 46.1/#:~:text=%22Criminal%20street%20gang%22%20means%2 0any,or%20symbol%3B%20and%20(iii) Esbensen, F.-A., Winfree, L. T., He, N., & Taylor, T. J. (2001). Youth Gangs and Definitional Issues: When is a Gang a Gang, and Why Does it Matter? Crime & Delinquency, 47(1), 105–130. https://doi.org/10.1177/0011128701047001005 Hollis, M. E., & Hollis, M. E. (2019). Disaggregating gang activity: An exploratory study of the
- 4. socio-demographic context of gang activity. Crime, Law, and Social Change, 71(4), 441-458. doi:10.1007/s10611-018-9798-3 Maxfield, M. G., & Babbie, E. R. (2017). Research Methods for Criminal Justice and Criminology. Cengage Learning. New International Bible. (2011). Zondervan. (Original work published 1973.) 1 day ago Frank Peris Frank Peris DB 3 COLLAPSE Top of Form Measuring drug-related crimes begins first with determining the conceptual definition of what constitutes a drug-related crime. A conceptual definition is an interpretation of a working definition of a term pertaining to a specific subject, for the purpose of research (Maxfield and Babbie, 2018). For this specific discussion forum, the conceptual definition of a drug- related crime is any illegal action taken by a drug addict to obtain more drugs. Crimes associated with possession of illegal drugs or sale (unless the intent is to use the profits for more drugs) will not be considered a conceptual definition. For example, a drug addict commits the crime of petit larceny (New York Penal Law), stealing some money from an unlocked parked car in a neighborhood. The drug addict than purchases drugs with the money and uses them. In this example, only the larceny crime will be considered a drug-related crime because the possession, buying, and use of said drugs are not motivators to acquire more drugs. Drug-related crime in this conceptual definition will typically fall into larceny, robbery, or fraud categories, eliminating much of the possession, sale, or
- 5. purchase of drugs from being considered a drug-related crime. An argument can be made that possession of drug charges against drug addicts are seemingly useless due to them using the drugs also immediately upon acquiring them, and the fact they typically possess very small amounts (Osborne, 2011). In the second phase of the evaluation of drug-related crimes, operational definitions can be measured. Drug-related crimes conceptually, as discussed before, are considered to be larceny, robbery, or fraud charges enabling the drug addict to acquire money or goods to be traded for drugs. Further detailing this study required operations objectives like, how often does a drug addict steal in a week, the total larceny amounts, and how many arrests were made? A recent news article highlights the issues regarding drug-related research by citing that drug addicts victimize family or friends unlikely to report the incidents to police (Szydlowski and Espino, 2017). Drug addicts rendered inept by powerful intoxicants become initially lazy, prone to getting money in the simplest forms like family members wallets, household jewelry, or nearby stores (Osborne, 2011). To craft a true operational definition of drug-related crimes these types of unfortunate crimes will need to be factored in, amounting to more true and accurate crime statistics. To further paternalize drug addict behavior specific categories within these mainstays should be created, for example, were the larcenies less than 1000 dollars or did the drug addict resist when arrested. McSweeney et al., (2019), present an excellent example of the proper methodology behind breaking down drug- related crimes through a study of over 1000 drug addicts in Australia. The study focused on aspects like recidivism rates, level of crime when reoffending, and a 12-month time frame to complete the study (McSweeney et al., 2019). Establishing these strong criteria for operational and conceptual definitions helps build credibility toward a research study, highlighting the knowledge and effort required for such specific studies.
- 6. From a biblical perspective, the Bible clearly states its conceptual definition, “And if you faithfully obey the voice of the Lord your God, being careful to do all his commandments that I command you today, the Lord your God will set you high above all the nations of the earth.” (English Standard Version, 2001/2016 Deuteronomy, 28:1). This board general statement is the framework for more specific criteria, bringing us into the more focused operational definition of the Bible’s teachings, Keep your life free from love of money, and be content with what you have, for he has said, “I will never leave you nor forsake you.” (English Standard Version, 2001/2016 Hebrews, 13:5). An understanding of conceptual and operational definitions have clearly existed for thousands of years, through the Bible, showing that the need for a breakdown of general versus specific measurements is timeless. References English Standard Version. (2016). Biblehub. Retrieved from https://biblehub.com (Original work published 2001) McSweeney, T., Hughes, C., & Ritter, A. (2015). Tackling “Drug Related” Crime: Are the Merits in Diverting Drug- Misusing Defendants to Treatment? Journal of Criminology. 49(2). https://doi.org/10.1177%2F0004865814555773 Osborne, S. (2011). Police Perceptions and Attitudes of Drug Addicts. Walden University. https://repository.tcu.edu/handle/116099117/26775 Szydlowski, J., Espino, J. (2017). Why some use Drugs and Steal: How Addiction Works? Record Spotlight. P1.
- 7. Bottom of Form CJUS 740 Discussion Grading Rubric Criteria Levels of Achievement Content (70%) Advanced 92–100% Proficient 84-91% Developing 1–83% Not present Thread: Content 6.5 to 7 points: All key components of the Discussion prompt are answered in the thread. · The thread is well-developed and fully addresses all aspects of the question. · The thread is factually correct, is reflective, and is a substantive contribution. · The thread advances discussion. · The thread contributes to discussion with clear, concise comments. 5.75 to 6.25 points: Most of the key components of the Discussion prompt are answered in a thread. · Major points are stated clearly for the most part.
- 8. · Additional academic reference support and/or examples is needed · Thoughtful analysis is clearly demonstrated for the most part. 1 to 5.5 points: The key components of the Discussion prompt are not adequately answered. · Not all the major points are clearly stated and supported. · Lacks academic support and/or examples. · Thoughtful analysis is not clearly demonstrated. 0 points Not present Thread: Research Engagement 6.5 to 7 points: · A minimum of two peer-reviewed/scholarly sources are referenced and integrated. · Peer-reviewed articles are recent and relevant. 5.75 to 6.25 points: · A minimum of two peer-reviewed/scholarly sources are integrated somewhat. · Academic quality is lacking. 1 to 5.5 points: References are not peer-reviewed/scholarly sources and/or appropriately integrated. 0 points Not present Replies: Content 6.5 to 7 points: At least 2 substantive replies given in response to classmates’ threads that: · Relate to the concepts learned through the required readings and · Share relevant additional knowledge. 5.75 to 6.25 points: At least 2 substantive replies given in response to classmates’
- 9. threads. More attention should be given to: · The concepts learned through the required readings and · Shared relevant additional knowledge. 1 to 5.5 points: · Missing one reply. · Reply posts are redundant. · New ideas, research, and/or analysis are not adequately included. 0 points Not present Replies: Research Engagement 6.5 to 7 points: A minimum of 2 academic /scholarly source is referenced and integrated. 5.75 to 6.25 points: A minimum of 1 academic /scholarly source is referenced and integrated somewhat. Academic quality is lacking. 1 to 5.5 points: References are not academic/scholarly sources and/or appropriately integrated. 0 points Not present Thread & Replies Biblical Worldview 6.5 to 7 points: The post brings clarity to issues being discussed, relating issues to scriptural/biblical principles and experience. 5.75 to 6.25 points: The post brings some clarity to issues being discussed, relating issues to scriptural/biblical principles and experience. 1 to 5.5 points: · Attention is needed to clarify issues being discussed, relating issues to scriptural/biblical principles and experience. · Not present on one to two responses.
- 10. 0 points Not present Structure (30%) Advanced 92–100% Proficient 84-91% Developing 1–83% Not present APA, Grammar, Spelling, & Structure 9.25 to 10 points: · Academic/scholarly sources are referenced and cited appropriately. The thread correctly references literature, readings, or personal experience to support comments. · This section must be balanced in the “spirit of APA” as Bb DB’s create internal formatting errors. · Minimal to zero errors in spelling, grammar, and structure. 8.75 to 9 points: · Some errors in APA. · Some errors in spelling, grammar, and structure. 1 to 8.5 points: · Numerous errors in APA. · Numerous errors in spelling, grammar, and structure. 0 points Not present Word Count 4.75 to 5 points: · Required word count (500-700 words) is met for the initial response. · At least 2 substantive replies of 200-300 words for each reply. 4.25 to 4.5 points: · Required word count (250–300 words) is not met for the initial response, but student has posted at least 200 words and/or; · Only 1 substantive reply of 100–150 words for each reply.
- 11. 1 to 4 points: Initial post less than 200 words and/or replies lack depth and contain only a few sentences. 0 points Not present CJUS 740 Discussion Assignment Instructions You will take part in 5 Discussions in which you will post a thread presenting your scholarly response on the assigned topic, writing 750–850 words (supported with at least four cites) by Thursday at 11:59pm. Then, you will post replies of 250–300 words (supported with at least two cites) each to 2 or more classmates’ threads by Sunday at 11:59pm. For each thread, students must support their assertions with at least four (4) scholarly citations in current APA format. Each reply must incorporate at least two (2) scholarly citation(s) in current APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the required readings and presentations for that Module: Week. The reply posts can integrate ideas and citations from the required readings and presentations for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.
- 12. Topic: Measuring gang-related crime is an example of trying to measure a particular dimension of crime: motive. Other examples are hate crimes, terrorist incidents, and drug-related crimes. Specify conceptual and operational definitions for at least one of these types. Find one news article and one research report that presents an example. Replies: Respond to 2 classmate’s threads and state why you agree or disagree with their statements. Be sure to use specific examples from the course material and textbook. Submit your thread by 11:59 p.m. (ET) on Thursday of Module 4: Week 4.
- 13. Textbook Research methods in criminal justice and criminology by Maxfield and babies 8th edition. Chapter 4