Discuss the statistics you reviewed for Northeastern University (NU) and the University of Kansas (KU), two institutions of a similar student-body size, using what you know about how crime statistics are calculated. What do you think? Are the statistics accurate? Are you surprised that NU has more robberies than KU? Are you surprised that KU has more aggravated assaults, burglary, motor vehicle thefts than NU? What about the dating-related statistics? Are there more examples of dating violence and stalking at KU? NU has no liquor law violations or arrests, but 513 disciplinary actions—does that make sense? What was surprising to you, and why? How has considering these statistics affected your perceptions of the criminal justice system? Were your preconceptions changed or validated by these statistics?
What kind of stress do you think this student is encountering?
If this was someone you knew, what kinds of solutions would you suggest? Please give more than one.
Do you have any methods to address this situation that we haven’t discussed this week?
Scenario One:
A first-year student has enrolled in classes for the fall. The student is excited to be on the pre-med track, but halfway through the semester they feel like they are starting to fall behind on assignments, their quality of work is declining, and they are even losing sleep. The student knows that the pre-med track is right for them, but they are just feeling like the semester keeps getting busier and busier and there is no time to catch-up.
Scenario Two:
A student who has been successful all semester has a personal family issue that has suddenly taken up a lot of their time. Instead of using their usual study time to complete upcoming assignments, this student is instead spending a lot of time communicating with family members who live in different time zones. After two weeks of this, the student realizes that they are needed at home and are unsure if they will be able to return this semester.
Scenario Three:
Even though this student had a tough first semester, they were very excited to accept an offer to do research with a professor over the summer, however, the offer was contingent on them significantly bringing their grades up in their next semester. The student, driven by the chance to take on some hands-on experience, is trying as hard as possible but still finding it hard to get high enough grades. They even feel like the stress of getting this research experience is causing them to panic during tests and when they sit down to complete assignments.
Comments from Customer
I mixed up the instructions. This is the correct one:
Discuss the statistics you reviewed for Northeastern University (NU) and the University of Kansas (KU), two institutions of a similar student-body size, using what you know about how crime statistics are calculated. What do you think? Are the statistics accurate? Are you surprised that NU has more robberies than KU? Are you surprised that KU has more aggravated assaults, burglary, motor vehicle thefts than NU? What about the dating-related statistics? Are there more examples of dating violence and stalking at KU? NU has no liquor law violations or arrests, but 513 disciplinary actions—does that make sense? What was surprising to you, and why? How has considering these statistics affected your perceptions of the criminal justice system? Were your preconceptions changed or validated by these statistics?