Reasons for Gaps in Crime Reporting: The Case of White-Collar Criminals Investigated by Private Fraud Examiners in Norway

A private investigation is an examination of facts, sequence of events, causes for deviance, and responsibilities for negative incidents. Recent years have seen an increasing use of private internal investigations in terms of the assessment of financial irregularities. The form of inquiry aims to uncover vulnerabilities to unrestricted opportunities, failing internal controls, abuse of position, and any financial misconduct such as corruption, fraud, embezzlement, theft, manipulation, tax evasion and other forms of economic crime. When fraud examiners discover evidence of white-collar crime, they almost always leave it to their clients to decide whether or not to report crime to the police. We examine the gaps in white-collar crime reporting after fraud examination and reasons behind such decisions. In Norway, these gaps could be as high as 96% percent, as calculated in this article. Reasons for non-reporting include concerns over law enforcement interference with business and consequences of law enforcement, lack of trust in the police, and different perceptions of the seriousness of crime. We apply the theoretical approach pioneered by Sykes and Matza (1957) and demonstrate how techniques of neutralization apply to private fraud examiners’ reasoning for non-reporting of suspected or detected white-collar crime. We also offer some possible policy-based solutions to reduce the identified gaps in reporting

The Dark Figure of Online Property Crime: Is Cyberspace Hiding a Crime Wave?

A pronounced drop in crime, since the early 1990s, has encompassed every crime category tracked by the FBI’s Uniform Crime Reports, including property crime. However, over the same period, the rates of online property crime (OPC) have been on the rise according to available evidence. We delineate the extent of our knowledge and data concerning cybercrime and identity theft and, using data from several nationally representative victimization surveys, offer an alternative view of property crime trends while pointing out the glaring gap in crime reporting and accounting in relation to the growing category of property crimes perpetrated online. In addition, we compare estimated costs of traditional property crime vs. OPC. Finally, we identify the main challenges for obtaining reliable data on OPC and discuss their implications, especially when applying the traditional methods of compiling crime statistics

Evaluating Research in Academic Journals: A Practical Guide to Realistic Evaluation

Evaluating Research in Academic Journals is a guide for students who are learning how to evaluate reports of empirical research published in academic journals. It breaks down the process of evaluating a journal article into easy-to-understand steps, and emphasizes the practical aspects of evaluating research – not just how to apply a list of technical terms from textbooks. The book avoids oversimplification in the evaluation process by describing the nuances that may make an article publishable even when it has serious methodological flaws. Students learn when and why certain types of flaws may be tolerated, and why evaluation should not be performed mechanically. Each chapter is organized around evaluation questions. For each question, there is a concise explanation of how to apply it in the evaluation of research reports. Numerous examples from journals in the social and behavioral sciences illustrate the application of the evaluation questions, and demonstrate actual examples of strong and weak features of published reports. Common-sense models for evaluation combined with a lack of jargon make it possible for students to start evaluating research articles the first week of class. New to this edition: New chapters on: - evaluating mixed methods research - evaluating systematic reviews and meta-analyses - program evaluation research. Updated chapters and appendices that provide more comprehensive information and recent examples Full new online resources: test bank questions and PowerPoint slides for instructors, and self-test chapter quizzes, further readings and additional journal examples for students.https://digitalcommons.newhaven.edu/criminaljustice-books/1006/thumbnail.jp

Juvenile Justice in Russia

This chapter delineates the history, landmarks and challenges of the juvenile justice system in Russia through several types of government. Education became part of the system in the early 1900s. Under Stalin, juveniles lost their distinctive status in the criminal justice system. It was restored in 1953. The breakdown of the Soviet Union in 1991 correlated with increases in social problems that left many youths without adult supervision. The juvenile justice system allows for early release, expunging of records and special rules about interrogation. The Commission on Juvenile Affairs, which is separate from the criminal justice system, handles “less serious cases” and its role is “more preventative rather than guilt-proving.” More serious cases are adjudicated through the criminal justice system. Juvenile detention in Russian penal colonies declined dramatically in recent years. The Commission runs alternative boarding schools. Juvenile justice reform is controversial, though, with a strong faction in favor of punishment

Online learning in the wake of the COVID-19 pandemic: Mixed methods analysis of student views by demographic group

Various aspects of online learning have been addressed in studies both pre- and during the COVID-19 pandemic. However, most pre-pandemic studies may have suffered from sampling selection issues, as students enrolled in online courses were often not comparable to those taking classes on campus. Similarly, most studies conducted during the initial stages of the pandemic might be confounded by the stress and anxiety associated with worldwide lockdowns and the abrupt switch to online education in most universities. Furthermore, existing studies have not comprehensively explored students' perspectives on online learning across different demographic groups, including gender, race-ethnicity, and domestic versus international student status. To address this research gap, our mixed-methods study examines these aspects using data from an anonymous survey conducted among a large and diverse sample of students at a mid-size university in the Northeastern United States. Our findings reveal important insights: (1) Females are nearly twice as likely as males to prefer online asynchronous classes and feel self-conscious about keeping their cameras on during online synchronous (e.g., Zoom) classes. However, gendered views and preferences align in other aspects of online learning. (2) Black students show a stronger preference for Zoom classes compared to online asynchronous classes and emphasize the importance of recording Zoom meetings. Hispanic students are twice as likely to prefer asynchronous online classes, which offer greater flexibility to manage multiple responsibilities. (3) International students value the ability to learn at their own pace provided by online learning but express dissatisfaction with the lack of peer interaction. On the other hand, domestic students are more concerned about reduced interaction with teachers in online education. Domestic students also exhibit a higher tendency to turn their cameras off during Zoom classes, citing reasons such as self-consciousness or privacy. These findings carry significant implications for future research and educational practice, highlighting the need for tailored approaches that consider diverse student perspectives