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EBOOK Community Policing Partnerships For Problem Solving 8Th Edition Ebook PDF Version Download Full Chapter PDF Kindle
EBOOK Community Policing Partnerships For Problem Solving 8Th Edition Ebook PDF Version Download Full Chapter PDF Kindle
EBOOK Community Policing Partnerships For Problem Solving 8Th Edition Ebook PDF Version Download Full Chapter PDF Kindle
OrthmanN
Miller
Hess
Policing Policing
Partnerships for
Problem Solving
Partnerships for
Policing
Community
eighth edition Problem Solving
Linda S. Miller
Kären M. Hess
Christine H. OrthmanN
eighth edition
Problem Solving
Partnerships for
e d iti o n
e i g hth
To register or access your online learning solution or purchase materials Linda S. Miller
for your course, visit www.cengagebrain.com.
Kären M. Hess
Christine H. OrthmanN
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
vi CONTENTS
The Criminal Justice System 81
Citizen Involvement in the Law Enforcement Community 83
Civilian Review Boards 84
Citizen Patrol 86
Citizen Police Academies 87
Citizen Volunteers 89
Summary 91
7
Building Partnerships: A Cornerstone of Community
Policing 185
Introduction 186
Core Components of Partnerships 187
Stakeholders 187
Active Community Involvement 188
Building Trust 188
Assignments That Foster Partnerships 191
A Shared Vision and Common Goals 191
The Remaining Core Components of Successful
Partnerships 192
Criticisms of Partnerships 192
Making Time for Partnering and Problem Solving:
Call Management 193
Results of a 311 Call System in Baltimore 195
Online Reporting 196
Key Collaborators: Community Justice 196
Community Prosecutors 198
Community Courts 199
Community Corrections 204
Other Government Agencies 207
Private Security Providers 208
Volunteers 209
Building Partnerships in a Variety of Neighborhoods 209
A Partnership to Prevent Stalking 209
Summary 212
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CONTENTS xi
National Emphasis on Community Policing
and Crime Prevention 284
Partnerships to Prevent or Reduce Crime and Disorder 285
Addressing Specific Problems 285
Preventing Burglary in Public Housing 286
Preventing Burglary and Theft at Construction Sites 286
Preventing Theft of and from Vehicles 287
Preventing Robberies at Automated Teller Machines 287
Preventing Witness Intimidation 288
Preventing Identity Theft 288
Addressing Domestic Violence 290
Preventing Street Prostitution 290
Preventing Assaults in and Around Bars 291
Preventing Robbery of Taxi Drivers 292
Preventing Violent Confrontations with People with
Mental Illness 293
Preventing Crimes against Businesses 293
Partnerships in Action against Crime and Disorder 295
Summary 297
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xii CONTENTS
Comprehensive, Coordinated Community Approaches 324
A Drug Problem in New York City 326
Grants to Assist in Implementing Selected Strategies 328
Crime, Drugs, and the American Dream 328
A Problem-Solving Partnership in Action—Rocky Pomerance
Excellence in Policing Award: Ocala Police Department
(Ocala, Florida) 329
Summary 333
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CONTENTS xiii
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xiv CONTENTS
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CONTENTS xv
Scanning 433
Analysis 433
Response 433
Assessment 434
Summary 434
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xvi CONTENTS
Glossary 486
References 493
Author index 516
Subject index 523
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FOREWORD
xvii
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Preface
xviii
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Preface xix
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xx Preface
■■ Chapter 3: Understanding and Involving the Community
•• Added key term: charge bargaining
•• Deleted terms: bowling alone, ghetto
•• Moved a term to another chapter: restorative justice
•• Removed the section on Bowling Alone, per reviewer feedback
•• Added to the Broken Windows discussion: studies that question the
effectiveness of focusing police resources on minor crime and order
maintenance
•• Added content regarding theories of crime and criminality, per reviewer
feedback
•• Moved section on Restorative Justice to Chapter 7, per reviewer
suggestion
•• Updated population and demographic discussions based on census data
•• Expanded the discussion on civilian review, including President’s Task
Force (Pillar 2: Policy & Oversight)
•• Added to the discussions on citizen patrol
■■ Chapter 4: Problem Solving: Proactive Policing
•• Added key term: entrapment
•• Slightly reorganized to place lists (elements and steps of POP) together
and reduce redundancy
•• Added a Critical Thinking (What Would You Do?) exercise
•• Added a paragraph under “ethical decision” explaining entrapment
•• Added a new “Technology in Community Policing” box—Enhancing Com-
munity Policing through GPS Tracking Technology (addresses concerns
about revictimization and builds public trust and police legitimacy)
•• Added a new figure to illustrate hot spots map
•• Included two new examples of POP programs in action (from POP
Center web site)
■■ Chapter 5: Implementing Community Policing
•• Updated the section on hiring for diversity, recent statistics on minority
officers
•• Included a new strategic plan for Columbia, SC Police Dept (replaced
Portland’s—was outdated)
■■ Chapter 6: Communicating with a Diverse Population
•• Added key term: implicit bias
•• Added a Critical Thinking Exercise
•• General updates in illegal immigration
•• Added a discussion of implicit bias and new office training
•• Added a discussion of FBI director Comey’s comments (2015 Georgetown
University speech) regarding law enforcement and race
•• Added to the discussion of religious diversity with new poll figures
regarding American attitudes toward Muslims and Islam
•• Expanded on homelessness data
•• Updated suicide statistics
•• Included mention of the President’s Task Force Recommendation
for CITs
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Preface xxi
■■ Chapter 7: Building Partnerships: A Cornerstone of Community Policing
•• Added key terms: community justice, criminogenic needs, dynamic risk
factors, static risk factors
•• Added a new Ideas in Practice: Building Partnerships and Trust
•• Streamlined the discussion on call management, focusing only on text
that spoke directly to partnership formation, to address reviewer criti-
cism that content was misplaced
•• Expanded the discussion on key collaborators and emphasized the trend
toward community justice, explaining how community policing fits
within that paradigm
•• Moved the section on Restorative Justice (including key term) from
Chapter 3 to this chapter (within Community Justice section) per
reviewer suggestion
•• Expanded the discussion of community courts to include Red Hook
Community Court in Brooklyn, NY, per reviewer suggestion
•• Expanded the discussion on community corrections per reviewed feed-
back, including the importance of offender assessment in selecting
appropriate sanctions and the C.A.R.E. model
■■ Chapter 8: Forming Partnerships with the Media
•• New key term: CSI effect
•• Added material on how media coverage alters our perception of crime
•• Expanded the discussion of copycat killings, including guidelines to take
following mass killings to de-incentivize further violence
•• Moved McGruff National Media Campaign discussion from Chapter 9 to
this chapter
•• Moved Crime Stoppers section from Chapter 9 to this chapter
•• Added a new Ideas in Practice: Improving Media Relations (Prince
George’s County, Maryland, Police Department (PGPD) hosts a media
breakfast twice yearly)
•• Added a new Ideas in Practice: Media Campaigns about Commu-
nity Standards for Tolerance (partnership between NCPC and Anti-
Defamation League)
■■ Chapter 9: Early Experiments in Crime Prevention and the Evolution of
Community Policing Strategies
•• New key term: dark side of crime
•• New Technology in Community Policing: Nextdoor social network app
for neighborhood crime prevention
•• Brief mention of warrior versus guardian mindset and the influence on
community policing implementation
■■ Chapter 10: Safe Neighborhoods and Communities: From Traffic Problems
to Crime
•• Updated statistics throughout
•• New Technology in Community Policing—Waze App Makes Neighbor-
hood Traffic Worse
•• New section on Police Pursuits, the danger of them to communities, and
a Technology Box (StarChase)
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xxii Preface
•• Added a critical thinking exercise (hypothetical situation) for students to
solve a neighborhood traffic problem per reviewer request
•• Added mention of two new cases (Torrey Dale Grady v. North Carolina,
2015; United States v. Jones, 2012) to caution about Fourth Amendment
search issues associated with using GPS to track suspects
•• Moved sections on acquaintance rape and human trafficking to
Chapter 14
•• Included a critical thinking exercise using the Center for Problem
Oriented Policing’s interactive module (MOOC: Policing Street Prostitu-
tion) to allow students to apply their problem-solving (SARA) skills to a
realistic, research-based scenario, per specific reviewer request
■■ Chapter 11: Community Policing and Drugs
•• Updated statistics throughout
•• Added new terms: doctor shopping, drug diversion
•• Added a brief section on Controlled Prescription Drugs (CPDs) as a ris-
ing drug threat
•• Added a discussion about rising heroin epidemic, providing Naloxone
(Narcan) to police
•• Made Drugged Driving its own section
•• Deleted section on raves
■■ Chapter 12: Bringing Youths into Community Policing
•• Reorganized chapter to improve flow
•• New key term: polyvictimization
•• Added content pertaining to the recommendations of the President’s
Task Force on 21st Century Policing
•• Included a discussion of the TAPS program to build relationships
between youth and police
•• New Ideas in Practice: NYPD Summer Youth Police Academy, per
reviewer suggestion
•• Added a paragraph on youth courts, per reviewer suggestion
•• Updated statistics and data regarding Indicators of School Crime and
Safety
■■ Chapter 13: The Challenge of Gangs: Controlling Their Destructive Force
•• New terms: outlaw motorcycle gang (OMG), prison gang
•• Updated statistics throughout
•• Added a new section on the role of public health in preventing gang
membership
•• New Ideas in Practice: mentoring gang members
■■ Chapter 14: Understanding and Preventing Violence
•• Added key terms: Ferguson effect, violent crime
•• Updated statistics throughout
•• Added the DoJ NotAlone initiative to the discussion of acquaintance
rape of college students
•• Moved the section on Human Trafficking from Chapter 10 to here
•• Updated the CeaseFire Ideas in Practice
•• Added a new section on bystander intervention (sexual violence)
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Preface xxiii
■■ Chapter 15: Understanding and Preventing Terrorism
•• Added terms: fusion center, Islamic State of Iraq and the Levant (ISIL)
•• Updated statistics throughout
•• Added a discussion of homegrown violent extremism (HVE) and “lone
wolf ” attacks
•• Added information about fusion centers and joint terrorism task forces
(JTTFs)
•• Included new information on public-private police partnerships (from
ASIS International)
•• Mentioned that media coverage displays a bias in reporting on Western
countries to a much larger extent than those that happen in the Middle
East
■■ Chapter 16: The Future of Community Policing
•• New term: predictive policing
•• Added a new section on Predictive Policing (PredPol)
•• Added new technologies and how they will impact policing
•• Added new content to recruiting and training future police officers
LOx
The key concepts of the text are highlighted in this way.
b. Pay special attention to the terms in bold print. The key terms of the
chapter appear this way the first time they are defined.
3. When you have finished reading the chapter, read the summary—your
third exposure to the chapter’s key information. Then return to the begin-
ning of the chapter and quiz yourself. Can you answer the learning objec-
tives? Can you define the key terms?
4. Read the Discussion Questions and be prepared to contribute to a class
discussion of the ideas presented in the chapter.
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xxiv Preface
By following these steps, you will learn more information, understand it
more fully, and remember it longer.
A Note: The material selected to highlight using the triple-strength learn-
ing instructional design includes only the chapter’s key concepts. A lthough
this information is certainly important in that it provides a structural foun-
dation for understanding the topics discussed, do not simply glance over
the Learning Objective highlighted boxes and summaries and expect to
master the chapter. You are also responsible for reading and understanding
the material that surrounds these basics—the “meat” around the bones, so
to speak.
Instructor supplements
MindTap® for Community Policing in Criminal Justice The most applied
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With its rich array of assets—interactive visual summaries, decision-making
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Online Instructor’s Manual with Lesson Plans The manual includes learning
objectives, key terms, a detailed chapter outline, a chapter summary, lesson
plans, discussion topics, student activities, “What If” scenarios, media tools,
and sample syllabi. The learning objectives are correlated with the discussion
topics, student activities, and media tools.
Downloadable Word Test Bank The enhanced test bank includes a variety
of questions per chapter—a combination of multiple-choice, true–false, com-
pletion, essay, and critical thinking formats, with a full answer key. The test
bank is coded to the learning objectives that appear in the main text, and
identifies where in the text (by section) the answer appears. Finally, each
question in the test bank has been carefully reviewed by experienced crimi-
nal justice instructors for quality, accuracy, and content coverage so instruc-
tors can be sure they are working with an a ssessment and grading resource of
the highest caliber.
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Preface xxv
■■ Create multiple test versions in an instant, using drop-down menus and
familiar, intuitive tools that take you through content creation and man-
agement with ease;
■■ Deliver tests from your LMS, your classroom, or wherever you want—plus,
import and export content into other systems as needed.
Online PowerPoint Lectures Helping you make your lectures more engag-
ing while effectively reaching your visually oriented students, these handy
Microsoft PowerPoint® slides outline the chapters of the main text in a
classroom-ready presentation. The PowerPoint slides reflect the content and
organization of the new edition of the text and feature some additional exam-
ples and real-world cases for application and discussion.
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
ABOUT THE AUTHORS
This text is based on the practical experience of Linda S. Miller, who has
spent 26 years in law enforcement; the expertise of Kären Matison Hess,
who developed instructional programs for 30 years; and Christine Hess
Orthmann, who has been deeply involved with this text since its inception.
The text has been reviewed by numerous experts in the various areas of com-
munity policing as well.
Linda S. Miller is the former executive director of the Upper Midwest Com-
munity Policing Institute (UMCPI) as well as a former sergeant with the
Bloomington (Minnesota) Police Department. She was with the department
for 22 years, serving as a patrol supervisor, a crime prevention officer, a patrol
officer, and a police dispatcher. She also worked as the training coordinator
for the Minnesota Coalition against Sexual Assault.
Ms. Miller is a member of the International Police Association, the Inter-
national Association of Women Police, and the Public Safety Writers Asso-
ciation. In 1990 she was a member of the People-to-People’s Women in Law
Enforcement delegation to the Soviet Union.
Kären Matison Hess, Ph.D. (1939–2010), was the author who first developed
this text with Miller and carried it through five very successful revisions.
Dr. Hess held a Ph.D. in English and in instructional design from the Uni-
versity of Minnesota, was an instructor at Normandale Community College
(Bloomington, Minnesota), and crafted a line of enduring, practical textbooks
in the fields of law enforcement and criminal justice. Other Cengage texts
Dr. Hess coauthored include Criminal Investigation (10th edition), Introduction
to Law Enforcement and Criminal Justice (9th edition), Introduction to Private
Security (5th edition), Juvenile Justice (5th edition), Management and Super-
vision in Law Enforcement (4th edition), Police Operations (5th edition), and
Careers in Criminal Justice: From Internship to Promotion (6th edition).
Dr. Hess was a member of the Academy of Criminal Justice Sciences (ACJS),
the American Association of University Women (AAUW), the American Society
for Industrial Security (ASIS), the International Association of Chiefs of Police
(IACP), the International Law Enforcement Educators and Trainers Associa-
tion (ILEETA), the Justice Research and Statistics Association (JRSA), the Police
Executive Research Forum (PERF), and the Textbook and Academic Author’s
Association (TAA). In 2006 Dr. Hess was honored by the University of Minne-
sota College of Education and Human Development at the school’s 100-year
anniversary as one of 100 alumni who have made a significant contribution to
education and human development. Her tireless dedication to authorship and
the education of criminal justice students will forever be an inspiration to us.
xxvi
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ABOUT THE AUTHORS xxvii
Christine Hess Orthmann, M.S., has been writing and researching in var-
ious aspects of criminal justice for more than 25 years. She is a coauthor of
numerous Cengage books, including Constitutional Law and the Criminal
Justice System (7th edition), Criminal Investigation (11th edition), Introduc-
tion to Law Enforcement and Criminal Justice (12th edition), Juvenile Justice
(6th edition), Management and Supervision in Law Enforcement (7th edition),
and Police Operations: Theory and Practice (6th edition), as well as a major
contributor to Introduction to Private Security (5th edition), and Careers in
Criminal Justice and Related Fields: From Internship to Promotion (6th edition).
Ms. Orthmann is a member of the Academy of Criminal Justice Sciences
(ACJS), the American Society of Criminology (ASC), the Text and Academic
Authors Association (TAA), and the National Criminal Justice Honor Society
(Alpha Phi Sigma), and is a former reserve officer with the Rosemount
(Minnesota) Police Department. Orthmann has a Master of Science Degree in
criminal justice from the University of Cincinnati.
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
SECTION
An Overview
I
CHAPTERS IN
THIS SECTION
1 The Evolution
of Community Policing
2 Inside Police Agencies:
Understanding Mission
and Culture
3 Understanding and
Involving the Community
4 Problem Solving:
Proactive Policing
5 Implementing
Community Policing
T
he community and the police depend on each other. The com-
mon police motto—“To serve and protect”—suggests a target
population of individuals who require service and protection.
Most police departments stress the importance of community
relations, and many have taken community relations beyond image
enhancement and crime prevention programs and have started
involving the community itself in policing.
This section begins with a discussion of the evolution of police–
community relations. Since people first came together in groups,
they have had some responsibility for ensuring that those within
the group did as was expected. The U.S. method of “preserving the
peace,” modeled after that used in England, has evolved through
several stages. The relationship between the community and its
police has been severely strained at times, and attempts to improve
it have taken several forms. Recently, emphasis on improved public 1
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
2 Section I: An Overview
relations and crime prevention has expanded to a more encompassing
philosophy of community policing, including problem-solving policing in
many jurisdictions (Chapter 1).
Next, an in-depth look at the police is presented (Chapter 2). Who
are the people behind the badges? How have they changed over the
years? How might they change in the future? How does the public gen-
erally view the police? What aspects of the police role contribute to this
view?
The focus in Chapter 3 is on the people and agencies involved in
community–police relations. Who are the members of a community?
How do communities differ? How
have they changed over the years?
What future changes might be antic-
ipated? What aspects of a commu-
nity must be understood by those
working within it? What is expected
of community members? What do
community members expect?
This is followed by an examina-
tion of problem-solving policing, a
key component of the community
policing philosophy (Chapter 4). The
section concludes with a discussion
on implementing community policing
AP Images/DAN LOH
guidelines and cautions (Chapter 5).
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
CHAPTER
The Evolution
of Community Policing 1
Learning Objectives Key Terms
O
n June 13, 2016, in Toulminville, AL, a suburb Hurst conducted a traffic stop on the vehicle, the
of Mobile, AL, a 19-year-old African American license plate of which turned out to be stolen. When
male, Michael Moore was fatally shot by a the officer inquired as to the identities of the driver
4-year veteran of the Mobile Police Department, Har- and passengers, Michael Moore gave a false iden-
old Hurst, a White officer. This shooting has sparked tity, whereby Hurst requested Moore to vacate the
much debate and provocation in this suburb among vehicle for further inquiry.
law enforcement members, elected officials, civil After Moore stepped out of the vehicle, Hurst
leaders, and many outraged community members. saw a handgun in Moore’s waistband and phone
By reading accounts provided by the Mobile Police in Moore’s hand. Hurst ordered Moore to keep
Department, one can determine Officer Hurst was his hands up and away from the gun. In what can
on his way to roll call on June 13, 2016, when he neither be supported by video nor c ollaborated
chose to engage the vehicle in which Michael Moore by witnesses, actions by Moore led the officer
was a passenger. Prior to being pulled over, the to shoot him. Once on the ground, Moore was
vehicle had made a left turn into oncoming traffic, again shot by Hurst, who feared the suspect was
almost causing an accident in front of the officer. reaching for the weapon in his waistband. After
3
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
4 Section I: An Overview
the second shot was fired, Moore was handcuffed The FBI offered $10,000 to anyone who could bring
until responding officers arrived, which was stan- forward a video of Hurst and Moore interacting
dard operating procedure for the police depart- prior to the shooting. To date, no video has been
ment. Once responding officer arrived on scene, submitted.
many of whom were wearing body cameras issued Understandably, there was much political out-
by the local government, the prominent footage rage and protest by community members following
showed a severely injured suspect who was hand- this event. Although still under investigation, the
cuffed and awaiting medical attention. Moore later incident has sparked peaceful vigils and activism.
died at a local hospital. Other consequences of this incident include a lack
Although there were many contentious issues of desire by community members to become police
that sparked debate in this incident, the most glar- officers, a shortage of applicants applying for local
ing of all was the lack of video footage from Hurst’s law enforcement positions, and the abrupt depar-
body-worn camera or cruiser. In this age of account- ture of many from their policing careers.
ability and community policing, these videos often In the following chapter, students will review
serve as a historian, detailing the events that tran- the embryonic beginnings of community policing,
spire between the officer and the civilian. The lack of the evolving nature of law enforcement, and the
video footage in this encounter, in which Hurst was progressive problem solving that has surfaced
engaged with a civilian in a contact that resulted in today due to the importance of serving and protect-
an officer-involved shooting, was detrimental to the ing every community member, regardless of age,
corroboration of the officer’s account of the incident. sexual orientation, socioeconomic level, gender,
Certainly, there was social outrage over the incident. religion, or race.
INTRODUCTION
Community policing is often regarded as one of the most significant trends in
the history of American policing. However, community policing did not just
magically appear as a panacea for society’s ills. Its roots can be traced back sev-
eral centuries to policing in another country, and its evolution in the United
States has spanned many decades. Many scholars and practitioners suggest
that community policing continues to evolve, now serving as a stepping stone
to new innovations and further emerging trends in American law enforcement.
Indeed, as society’s needs change, so do the methods it uses to “keep the peace.”
Community policing is not an isolated phenomenon. Efforts to involve
the community are occurring throughout the entire criminal justice system
as many criminal justice professionals explore and research the concept of
community justice and the contention that all citizens have the right and the
responsibility to participate in the justice system. Community justice is both a
strategy and a philosophy.
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Chapter 1: The Evolution of Community Policing 5
olice partnerships; (2) proactive problem solving to prevent crime;
p LO1
and (3) community engagement to address the causes of crime, fear of “Community policing
crime, and other community issues (Upper Midwest Community Polic- is a philosophy that
ing Institute, n.d.). promotes organization
strategies that support
■■ “It is a philosophy and not a specific tactic; a proactive, decentralized
the systematic use of
a pproach, designed to reduce crime, disorder, and fear of crime, by
partnerships and
involving the same officer in the same community for a long-term basis” problem-solving tech-
(Trojanowicz & Bucqueroux, 1990, p.154). niques to proactively
■■ “Four general principles define community policing: community engage- address the immediate
ment, problem solving, organizational transformation, and crime preven- conditions that give rise
tion by citizens and police working together” (Skogan, 2004, p.160). to public safety issues,
■■ “In its simplest form, community policing is about building relationships such as crime, social
disorder, and fear of
and solving problems” (Melekian, 2011, p.14).
crime” (Office of Com-
munity Oriented Polic-
Ford (2007, p. 321) presents another way to view community policing: ing Services, 2014, p. 1).
“Community policing is an organizational strategy that emerged in the 1980s
and ’90s for dramatically improving the delivery of police services. . . . The strat-
egy requires greater emphasis on knowledge management, teamwork, and community policing
partnerships with the community in order for the police agency to become A philosophy that promotes
organization strategies that
more proactive and adaptable in dealing with crime as well as becoming more support the systematic
focused on enhancing the quality of life for the community.” As Kelling (1994) use of partnerships and
asserts: “Whether one calls community policing a philosophy, a strategy, a problem-solving techniques
to proactively address the
model, or a paradigm, it is a complex set of ideas that simply cannot be put immediate conditions that
into a simple one-sentence definition.” give rise to public safety is-
Although no one has been able to define community policing in a way that sues, such as crime, social
satisfies everyone, most will agree that it includes two vital components: a disorder, and fear of crime.
proactive, problem-solving approach to crime and disorder and partnerships
involving both the police and the community in solving the problems. These
are also the two core components identified by the Community Policing Con-
sortium, comprised of the International Association of Chiefs of Police (IACP),
the National Organization of Black Law Enforcement Executives (NOBLE), the
Police Executive Research Forum (PERF), the National Sheriffs’ Association
(NSA), and the Police Foundation.
Without solving the problems they encounter, the police are doomed
to handle the same problems and suspects again and again. Without
community partnerships, the chances that the police can successfully solve
problems also are slim. A community without input and ownership in the
solutions will unintentionally or even intentionally undermine police efforts.
A look at the history of policing helps in understanding how c ommunity
policing has evolved.
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Another random document with
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.