SARA Model and Intelligence Cycle Case Analysis

SARA Model and Intelligence Cycle Case Analysis

Sample Answer for SARA Model and Intelligence Cycle Case Analysis Included After Question

SARA Model and Intelligence Cycle Case Analysis

Description

Post a thread of 500 words or more. Two additional sources beyond the course material (i.e. textbook, readings, and presentations), and one Biblical reference are required for your initial thread. Then, you must reply to at least 2 peers’ threads in 200 words or more. One additional source beyond the course material, and one Biblical reference are required for each reply.

 

A Sample Answer For the Assignment: SARA Model and Intelligence Cycle Case Analysis

Title: SARA Model and Intelligence Cycle Case Analysis

Topic: Crime Analysis Method

There have been a variety of models that have been applied to crime analysis over the years. Please review the information presented in this week’s readings and discuss the various models presented in the textbook. Which of the models do you feel is the most useful/efficient for a modern law enforcement agency? Please explain and ensure that you utilize scholarly research to support your position. Finally, apply a Biblical worldview or perspective to the model that you feel is the most appropriate.

Reply to

Considering that any management style is different, and, in many cases, personality driven, the process involved in making decisions has a number of variables. The fields pertaining to criminal analysis are not any different. There have been a number of models tied to the professions and fields of analysis. A number of these models are centric to the data collected an imputed by investigators through police work. The ability to study of criminal activity, and police related concerns within a community is the foundation behind crime analysis (Ratcliffe, 2016). The purpose is to take the knowledge and properly relate into intelligence led policing.

Ratcliffe discussed four different models pertaining to criminal analysis models, they are “intelligence cycle, the SARA model, the NIM business model, and the 3-i model” (2016, p. 78). Briefly the intelligence cycle works for both military and law enforcement, simply put it is the collection of data, evaluation of said data, and the dissemination of that data to better equip though in need of data to properly execute their duties. The SARA model is more of an attempt to collect (scan) and disseminate data based on repetition and patterns. The NIM business model is an English program used to analyze data at the ground level of policing (Although I am English, this is an effective model, just not the one I feel work best for intelligence led policing). The 3-i model is a simple module that interprets the criminal activity within a designated area (Ratcliffe, 2016).

The use of Fusion Centers and the concept behind them is addressed and commonly tied to Homeland Security more than at the state, and city level of law enforcement (Carter, 2009). The ability to effectively use Fusion Centers has the capabilities to share information across multi agency lines, this is my preferred model for the simple point of information sharing and having the ability to connect the dots. Although they are heavily tied to the Department of Homeland Security, they are state owned. These centers provide the links between state and federal intelligence (DHS.gov, 2019). What make the fusion centers best utilized in my opinion is the number of topics that are embedded into the guidelines, plus with an understanding of how they were created in a post 9/11 environment to better address and tackle terrorism at the local level, it also allows for better communication between public and private sectors (Carter, 2019 and DHS.gov, 2019). This communication and ability to bull data and information allows for a better-informed law enforcement community prepared to use information to prevent and deter crime.

While I cannot seem to associate scripture with criminal analysis, I can associate the ability and willingness to share knowledge with the topic of criminal analysis, 2 Timothy 3:16-17 reads “All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: That the man of God may be perfect, throughly furnished unto all good works” (King James Bible, 1769/2017). The scripture is equal to the information provided, and thus allowing the individual officer to do good for the community.

Peer Response #2

There are various options for how to go about the crime analysis function of intelligence-led policing. Four of these methods discussed in the textbook are the intelligence cycle, the SARA model, the NIM business model and the 3-I model. One of the major differences throughout these processes is the degree of direct involvement of analysts working with decision-makers and practitioners. The success of an intelligence program can be directly tied to how well the intelligence product is communicated and transformed into an actionable plan to reduce crime. One problem discussed by Belur and Johnson (2018) is that, “Findings also indicated that analysts lack the resources, time, and sometimes, motivation to undertake sophisticated analysis, and often feel frustrated when officers’ opinions override analytical wisdom”.

According to Ratcliffe (2016) the intelligence cycle is a linear system of analysis that follows the rigid steps of planning, information and data collection, collation and evaluation, analysis, production of a knowledge product, dissemination and sometimes feedback. There are several problems with this model, including its tendency to separate the analysts from the decision-makers. It is also somewhat idealistic to think that crime analysis can follow such an orderly and rigid process. As Ratcliffe (2016) points out, “In reality, analysts have to bounce from point to point in the intelligence cycle, simultaneously collating data, analyzing information, speaking to clients, and revising taskings”.

The SARA model is used in all sorts of analysis from crime data to tactical operations. SARA stands for scan, analyze, respond and assess. Critics of this method argue that it over-simplifies a more complex process. Proponents argue that this model tends to better integrate the analyst with the crime reduction team and encourages communication through the assess step.

The NIM business model tends to concern itself more with the process of analysis and the assets and structures involved in dealing with raw information. Unlike other models, a knowledge product is not the primary goal or function. NIM tends to focus more on resource allocation in the process of data analysis and tactical and strategic outcomes. NIM also struggles to foster communication and cooperation. According to Kleiven (2007), “Several reports have highlighted that the NIM implementation has struggled to involve the community, both public and partner agencies”.

The 3-i model is named from the 3 “i”s, interpret, influence and impact. According to Ratcliffe (2016) the analyst interprets the criminal environment, the analyst then influences decision-makers, and finally those decision makers impact the criminal environment. The fourth “i” that could be incorporated is intent, where the decision-maker expresses their intent to the analyst so that the analyst can interpret the criminal environment with the decision-makers goals in mind. This can encourage communication and cooperation between the decision-makers and the analysts. Communication and involvement of the analysts in the policy and actionable plan processes will increase the effectiveness of the overall strategic plan. When this communication breaks down, Marrin (2009) says, “The result is that a lack of proximity between analysts and decision-makers limits the ability of intelligence products to integrate into policy.” When implemented correctly, the 3-i model is the most useful or efficient for a modern law enforcement agency. The integration of analysts and decision-makers and the back and forth communication between the two in the intent and influence steps can produce an overall strategic plan that successfully takes the knowledge product of analysts and uses it to create an actionable plan to achieve crime reduction goals.

As the old saying goes, proper planning prevents poor performance. In the overall intelligence-led policing program, the success of the planning will be incumbent on the quality of the intelligence gathered and analyzed. Seeking as much relevant data as possible and properly analyzing it is the hallmark of a successful program. As Proverbs 25:2 (English Standard Version Bible, 2001) says, “It is the glory of God to conceal things, but the glory of kings is to search things out”. This is scripture telling us that as men, we are to search out data and knowledge. As criminal justice practitioners and decision-makers, we should use the data and intelligence available to us to make informed decisions consistent with our Christian worldview and in the best interest of our communities.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

SARA Model and Intelligence Cycle Case Analysis
SARA Model and Intelligence Cycle Case Analysis

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • Student paper example
  • Citing Sources
  • The Writing Center is a great resource

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

  • It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
  • All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

  • My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
  • Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
  • I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

  • I do not mark off for late DQ’s.
  •  I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
  • I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
  • Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

  • Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
  • Any activity or assignment submitted after the due date will be subject to GCU’s late policy
  • Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
  • No assignments can be accepted for grading after midnight on the final day of class.
  • All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

  • Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
  • Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
  • It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
  • A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
  • Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
  • I do expect outside sources as well as class materials to formulate your post.
  • APA format is not necessary for DQ responses, but I do expect a proper citation for references.
  • Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
  • I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
  • Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

  • Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
  • This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
  • Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
  • Please review your LopesWrite report prior to final submission.
  • Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

  • Representing the ideas, expressions, or materials of another without due credit.
  • Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
  • Failing to document direct quotations without proper citation and referencing.
  • Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
  • If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
  • We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

  • All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
  • Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

  • Please note that Microsoft Office is the software requirement at GCU.
  • I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
  • If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

  • The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
  • The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
  • Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

      • If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
      • While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
      • However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.